Inquiry-based learning (IBL) is essential to Science Education since it improves students’ conceptual comprehension, higher-order thinking abilities, and interpersonal skills. Mobile technology (mIBL) promotes active learning, facilitates access to learning materials, and enhances IBL in terms of mobility and rapid feedback. This study assesses the 9th grade students’ awareness of 4Cs skills (Collaboration, Communication, Critical thinking and problem solving, and Creativity) after participating in mobile-technology-supported inquiry-based Teaching Learning Sequence (TLS). Additionally, the study investigates the qualities/characteristics students cite before and after the TLS in relation to these skills. The results of a questionnaire administered to students indicate that their awareness of these skills has increased as a result of the TLS. Specifically, the TLS seems to have a greater impact on Collaboration and Communication than on Critical thinking and problem solving, and Creativity. An additional qualitative investigation of students’ written answers to explanatory open-ended questions before and after the entire procedure found intriguing data confirming their shift in 4Cs awareness.

In this study, an inquiry-based sequence was designed, developed and implemented using facets of flipped classroom and aspects of inquiry learning using the ADDIE model. The sequence intends to promote the students’ scientific literacy. The aim of this paper is to examine the effectiveness of specially designed inquiry-based online worksheets (e-WS) to actively engage students in the design of unconfounded experiments by applying the Control of Variables Strategy (CVS). Second-year senior high school (11th grade) students participated in an intervention in which facets of flipped classroom approach with asynchronous and synchronous distance learning sessions were adopted, during the COVID-19 lockdown. Results show that the flipped classroom approach with synchronous and asynchronous sessions was acceptable and adoptable by the students; the existence of probe questions in e-WS, combined with explicit reference to inquiry procedure enhanced students’ awareness of scientific practice and on CVS, while at the end of the intervention, students were capable of applying the CVS in the design of unconfounded experiments.

This study presents a professional development (PD) program designed within the “SciArt—Promoting 21st-century skills through an inclusive STEAM approach to Cultural Heritage” project, which aims to prepare teachers to implement an inclusive, inquiry-based STEAM approach in their classrooms. The approach, developed collaboratively by academics from the arts, sciences, and cultural sectors across Cyprus, Greece, and Portugal, integrates archaeometric methods with cultural heritage to support identity exploration and inclusive pedagogy. The study explores how participating teachers evaluated the PD program, how it influenced their self-efficacy in applying inclusive, inquiry-based STEAM approaches, and how teacher trainers experienced its implementation across different national contexts. The study utilizes both qualitative and quantitative methods of data collection, comprising questionnaires and a focus group. Results show high teacher satisfaction and increased self-efficacy across four thematic areas: inquiry-based learning, science-heritage integration, cultural identity exploration, and use of multimodality for inclusion. Teacher trainers described the process as demanding but professionally enriching, emphasizing the role of interdisciplinary collaboration. These findings highlight the potential of well-supported, theoretically grounded PD programs to build capacity for inclusive STEAM education, while also revealing structural barriers that must be addressed for wider implementation.

Understanding students’ attitudes toward science is vital for fostering engagement in scientific fields. This study aimed to adapt and validate the Test of Science-Related Attitudes (TOSRA) for Greek upper-secondary Physics classrooms and explore how attitudes vary by gender, grade, and school location. A translated and culturally adapted version of TOSRA was administered to 662 students (grades 10–11) from urban and rural schools. Five of the original seven factors were retained. Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) tested the factor structure and reliability. Group comparisons were conducted using t-tests. A 32-item, five-factor structure showed good fit (CFI = 0.969, TLI = 0.966, RMSEA = 0.064) and high internal consistency (α = 0.89 overall). Students reported stronger acceptance of inquiry and enjoyment-related factors compared with leisure and career interest. Boys scored higher on Leisure, 11th graders on Adoption of Scientific Attitudes, and rural students on Career Interest. The Greek TOSRA-Physics is a valid and reliable instrument for assessing science attitudes and evaluating inquiry-based programs.