Studying the quality of inquiry-based teaching in science classrooms. A systematic video study of inquiry-based science teaching in primary and lower-secondary schools

A large body of research has studied the role and potential inquiry to increase quality teaching in science education. While much this existing is based on international large-scale assessment studies, we still lack a clear understanding factors that influence inquiry-based actual classroom practices. In paper, operationalise through an observation manual, drew manual systematically analyse video data instructional practices 20 Norwegian classrooms at primary lower-secondary school level (73 observed lessons about 450 students). We identified varying individual phases differences between schools. primary-school students collected documented more than consolidations were slightly emphasised higher level. Moreover, our findings indicate gave freedom make their own choices increased student participation classroom. Based findings, discuss how teachers can improve instruction empower