<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Meeli Rannastu-Avalos</style></author><author><style face="normal" font="default" size="100%">Leo A. Siiman</style></author><author><style face="normal" font="default" size="100%">Mario Mäeots</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">UNDERSTANDING COLLABORATIVE PROBLEM-SOLVING WITH SMARTPHONE-BASED ASYMMETRIC SIMULATIONS IN AN AUTHENTIC INQUIRY SCIENCE LESSON</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">collaborative problem-solving</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">technology-enhanced learning</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4575705</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">24</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Collaborative problem-solving (CPS) is increasingly essential in both scientific practice and modern education, yet remains difficult to embed authentically in classrooms. This study addressed that gap by integrating CPS into a ninth-grade biology lesson using a smartphone-based asymmetric simulation. The innovative three-phase instructional scenario, which combined preparation, hands-on simulation, and guided reflection, was implemented in a real classroom setting with 43 students. Data from worksheets, reflective responses, and a CPS self-evaluation tool revealed high levels of student engagement and strong social-regulation skills, yet also pointed to challenges in applying inquiry strategies and fostering mutual interdependence. Rather than offering conclusive claims, this study positioned itself as a pilot exploration of how digital asymmetry can trigger authentic collaboration in science learning. The findings illuminate both the potential and the pedagogical tensions of using mobile-supported tools to support 21st-century skills in inquiry-based education.</style></abstract><issue><style face="normal" font="default" size="100%">4</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">684-705</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Mario Mäeots</style></author><author><style face="normal" font="default" size="100%">Margus Pedaste</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF GENERAL INQUIRY KNOWLEDGE IN ENHANCING STUDENTS’ TRANSFORMATIVE INQUIRY PROCESSES IN A WEB-BASED LEARNING ENVIRONMENT</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">computer-supported inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">general inquiry knowledge</style></keyword><keyword><style  face="normal" font="default" size="100%">transformative and regulative inquiry processes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/987-1437062082.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">13</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Inquiry has been regarded internationally as an effective learning approach for science learning; however, it is still not actively used in many schools. The current study argues that one of the reasons is incompleteness of the model for inquiry. This study seeks to open inquiry from a new angle by bringing in general inquiry knowledge, which could be regarded as an important limitation in enhancing inquiry. Next, it is empirically tested if general inquiry knowledge is related to the level of students’ transformative inquiry skills. General inquiry knowledge pertains to the nature of a coherent inquiry process as a whole, comprehending knowledge about transformative and regulative inquiry processes. In this study, students’ general inquiry knowledge and transformative inquiry skills were evaluated in a web-based learning environment Young Researcher. The analysis of the results demonstrated that the learning environment was suitable for improving students’ general inquiry knowledge, and these are related with the level of transformative inquiry skills.</style></abstract><issue><style face="normal" font="default" size="100%">1</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">19-31</style></section></record></records></xml>