Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs

Fru Vitalis Akuma; Jenna Koenen

doi:10.29333/ejmste/16070

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Fru Vitalis Akuma ¹ ^* , Jenna Koenen ²

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¹ Department of Science, Mathematics and Technology Education, Faculty of Education, University of Pretoria, Pretoria, SOUTH AFRICA² Department Educational Sciences, TUM School of Social Sciences and Technology, Technical University of Munich, Munich, GERMANY^* Corresponding Author

Abstract

For many teacher educators, designing programs to assist pre- and in-service teachers in implementing inquiry-based science education (IBSE) in school classrooms is a complex and challenging task. However, applicable teacher professional development (TPD) frameworks are rare. Thus, the goal of the presented educational design research was to yield a TPD framework, called the ProDevInq framework, and a set of underlying design principles (DPs). These TPD design tools are based on seven components from the science TPD literature. The components include a learning theory, goal, learning strategy, and instructional design model. We generated the DPs based on a systematic review of the relevant literature. After screening the principles based on hallmarks from the literature on what makes science TPD effective, we could synthesize the ProDevInq framework. The resulting TPD design tools have theory-, practice-, and research-related implications in supporting the implementation of IBSE worldwide.

Keywords

design principles
inquiry-based science education
teacher professional development
ProDevInq framework
school education

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Review Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 3, March 2025, Article No: em2605

https://doi.org/10.29333/ejmste/16070

Publication date: 03 Mar 2025

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How to cite this article

APA

Akuma, F. V., & Koenen, J. (2025). Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2605. https://doi.org/10.29333/ejmste/16070

Vancouver

Akuma FV, Koenen J. Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs. EURASIA J Math Sci Tech Ed. 2025;21(3):em2605. https://doi.org/10.29333/ejmste/16070

AMA

Akuma FV, Koenen J. Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs. EURASIA J Math Sci Tech Ed. 2025;21(3), em2605. https://doi.org/10.29333/ejmste/16070

Chicago

Akuma, Fru Vitalis, and Jenna Koenen. "Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 3 (2025): em2605. https://doi.org/10.29333/ejmste/16070

Harvard

Akuma, F. V., and Koenen, J. (2025). Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2605. https://doi.org/10.29333/ejmste/16070

MLA

Akuma, Fru Vitalis et al. "Inquiry-based science education: Tools for supporting the design of schoolteacher professional development programs". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 3, 2025, em2605. https://doi.org/10.29333/ejmste/16070