Editorial
Peter Gray (Guest Editor)
Inquiry-based science education: A scenario on Zambia’s high school science curriculum
Vivien M. Chabalengula, Frackson Mumba
Inquiry-based science education as multiple outcome interdisciplinary research and learning (MOIRL)
Allan Feldman, Angela Chapman, Vanessa Vernaza-Hernández, Dilek Ozalp, Fayez Alshehri
Learning how to design a technology supported inquiry-based learning environment
Meral Hakverdi-Can, Duygu Sönmez
Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses
Paula A. Magee, Ryan Flessner
Metacognition as means to increase the effectiveness of inquiry-based science education
Kanesa D. Seraphin, Joanna Philippoff, Lauren Kaupp, Lisa M. Vallin
Moving from structured to open inquiry: Challenges and limits
Michal Zion, Ruthy Mendelovici