Sixty-five teams of basic and secondary school students solved problem-solving tasks during a virtual hike in a Web-based inquiry-learning simulation 'Hiking Across Estonia'. This environment provided learners with all necessary background information for problemsolving and tools for carrying out experiments. There were 25 tasks in certain order about ecological and environmental issues. The teams were clustered according to the data about participants, the results of the pre-and post-test, and their achievement in problem-solving tasks of the virtual hike. Only two out of five clusters were regarded as effective in solving problems and analysing tables, graphs, figures, and photos. The others had difficulties in forming contextual or task and process awareness. A support system for increasing the effectiveness of inquiry learning and enhancing their development of analytical skills was developed on the basis of the strategies that the members of five clusters had used in solving the problems, their achievement in solving the tasks during the virtual hike and in the preand post-test, and the personal data about the teams. The support system contained different notes before solving the problems and changed sequence of the tasks on the virtual hike for some clusters. The usage of this system was evaluated in a second study with 60 teams. The comparison of two studies demonstrated significant effectiveness of the support system to both general problem-solving ability and analytical skills. The characteristics of each cluster and the influence of the support system are discussed in this paper.

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The initial technological pedagogical and content knowledge (TPACK) model was theorised on seven clearly identified factors. However, many studies have failed to empirically identify these seven factors, and elements influencing TPACK level, such as national context, gender, and age, remain unclear. The study is focused on teacher educators' TPACK as one of the most important elements in schoolteacher training. The main goals were to test the validity of the initial TPACK seven-factor model in a cross-national analysis context and to identify factors influencing the TPACK perception. The sample was composed of 574 teacher educators coming from a total of eight schools of educational institutions from six countries. A 26-item questionnaire, based on a four-point Likert scale, investigated the seven factors of the TPACK model as independent scales. It was administered online and anonymously. A confirmatory factor analysis using the robust maximum likelihood method and Kruskal-Wallis chi-squared tests were performed. The study showed four major results: 1) a relative stability of the seven-factor model structure across countries; 2) the relative differences of university teachers' TPACK perceptions across six countries in Europe and Asia; 3) the dependence of age and TPACK factors; and 4) an independence of gender/academic level and TPACK.

Science Created by You (SCY) is a project on learning in science and technology domains. SCY uses a pedagogical approach that centres around products, called 'emerging learning objects- (ELOs) that are created by students. Students work individually and collaboratively in SCY-Lab (the general SCY learning environment) on 'missions' that are guided by socio-scientific questions (for example 'How can we design a CO2-friendly house?'). Fulfilling SCY missions requires a combination of knowledge from different content areas (eg, physics, mathematics, biology, as well as social sciences). While on a SCY mission, students perform several types of learning activities that can be characterised as productive processes (experiment, game, share, explain, design, etc), they encounter multiple resources, collaborate with varying coalitions of peers and use changing constellations of tools and scaffolds. The configuration of SCY-Lab is adaptive to the actual learning situation and ma y provide advice to students on appropriate learning activities, resources, tools and scaffolds, or peer students who can support the learning process. The SCY project aims at students between 12 and 18 years old. In the course of the project, a total of four SCY missions will be developed, of which one is currently available

Science Created by You (SCY) learning environments are computer-based environments in which students learn about science topics in the context of addressing a socioscientific problem. Along their way to a solution for this problem students produce many types of intermediate products or learning objects. SCY learning environments center the entire learning process around creating, sharing, discussing, and re-using these learning objects. This instructional approach requires dedicated instructional designs, which are supplied in the form