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Geological time is one of the most conceptually demanding topics in science education due to its abstract nature and vast temporal scales, often leading to misconceptions and disengagement among younger students. Traditional teaching methods, typically expository and teacher-centred, have shown limited effectiveness in promoting meaningful learning in this domain. In response, this action research explored the potential of Inquiry-Based Learning (IBL), supported using concept maps and formative feedback tools, to ...

Teaching geological time is a persistent challenge in Geoscience education due to students’ difficulties in conceptualising deep time and abstract temporal scales. This study aimed to design, implement, and evaluate the effectiveness of a Virtual Escape Room (VER) as an active learning resource to promote understanding of geological time among 10th-grade students. Grounded in a Game-Based Learning (GBL) framework and implemented within an Action Research (AR) methodology, the study focused on both cognitive and ...