2026-04-28T03:51:26Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/103652025-03-26T01:05:33Zcom_10259_4145com_10259_5086com_10259_2604col_10259_4146

Yánez Pérez, Iraya Toma, Radu Bogdan Meneses Villagrá, Jesús Ángel 2025-03-25T08:01:54Z 2025-03-25T08:01:54Z 2024-04 http://hdl.handle.net/10259/10365 10.1007/s44322-024-00008-7 2254-7339 Virtual laboratories and simulations have emerged as innovative solutions for science teaching. However, existing resources have various limitations and constraints including cognitive load/mental burden and limited coverage of all necessary steps in scientific inquiry, focusing mainly on the experimental simulation. To bridge this gap and address these challenges, the present study introduces the design and usability evaluation of IndagApp, an innovative educational resource explicitly developed to support inquiry‑based science teaching. A convergent mixed methods design and a convenience sampling of 90 pre‑service teachers were used. The findings indicate that IndagApp exhibits a high level of technological and pedagogical usability. Feedback from the users was incorporated to improve the app, resulting in its f inal version, which incorporates best practices from existing literature on authentic inquiry‑based science teaching. IndagApp is freely accessible in the Spanish language, and compatible with Android 5.0 + smartphones and tablets, as well as PCs running Windows 7 or above operating systems. This research provides a timely and significant educational resource that may assist educators in enacting reform‑oriented teaching practices. eng http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Atribución 4.0 Internacional Virtual laboratories Inquiry-based science teaching Usability evaluation Educational technology Computer assisted instruction Reform-oriented teaching practices The IndagApp mobile app: an inquiry-based science teaching resource: usability evaluation with pre-service teachers info:eu-repo/semantics/article