This book analyzes the main Information and Communication Technologies (ICT) used in science
education and the main theoretical approaches that support science education mediated by ICT in
order to show how digital technologies can be employed in Inquiry-Based Science Education. It
presents the results of a comprehensive review of studies focusing both on the use and effects
of digital technologies in science education and on the different theoretical approaches that
support the use of ICTs in science teaching.By doing so the book provides a useful summary of
the current research in the field and a strong analysis of its limitations. It concludes that
there are few studies that report strategies and didactics for the practical use of ICT in
science classes and that the use of ICT in science education can't be seen as an isolated
action without a theoretical basis to support it. Based on these conclusions the volume
identifies the main ICTs used in inquiry activities the main steps in inquiry activities used
in science education and their approaches to the use of ICT. It shows that the use of ICT in
Inquiry-Based Science Education allows students to develop more active work styles improved
attitudes towards science better conceptual and theoretical understanding improved reasoning
better modelling capabilities and improved teamwork along with improvements in other
abilities. Using ICT in Inquiry-Based Science Education will be a valuable resource for science
teachers and science teacher educators looking for an introductory text that presents an
overview of the scientific research analyzing the implementation of digital technologies in
science teaching and that provides useful insights to all educators interested in using digital
technologies to introduce their students in the world of scientific inquiry and research.
