In project 3DIPhE, we aimed to implement Inquiry Based Learning (IBL) in physics education sustainably by connecting it to training physics teachers in conducting practitioner inquiry (PI). In order to do this we formed Professional Learning Communities (PLC’s) of teachers that are coached by the partners. To ascertain the quality of working in these PLC’s, the coaches were engaged in Educational Design Research (EDR).

PI helps the teachers involved to assess the quality of IBL in their practice. Furthermore, conducting PI substantiates reasons for using IBL in the classroom, the work it entails, and possibly the extra costs associated with it. Therefore, we expect associated teachers to keep using IBL more often after the project has ended.

To train teachers in PI, Professional Learning Communities (PLC’s) were formed as part of the project. The PLC’s were supervised by coaches and these coaches share their expertise locally and internationally. The coaches were also trained in Educational Design Research (EDR) which supports them in designing, improving, and describe their coach work systematically.

The project lead to expertise for successful implementation of PI by teachers and IBL in their classrooms, developed training, and associated e-book. More specific, the project results are comprised of four intellectual outputs, described here.