eng Science and Education Publishing American Journal of Educational Research 2327-6150 2015-07-06 3 8 968 976 10.12691/education-3-8-4 EDUCATION2015384 article Kallia Katsampoxaki-Hodgetts kalliahodgetts@gmail.com 1 Maria Fouskaki 1 Katy Siakavara 1 Roumpini Moschochoritou 1 Nikos Chaniotakis 1 Department of Chemistry, University of Crete, Vasilika Voutes, Iraklion, Greece National Science education reform initiatives stress the need for steering away from the traditional teacher-centered mode of instruction. This study is part of a three-year project 'Chain Reaction', funded by the European Commission, investigating the approaches of a sustainable Inquiry Based Science Education (IBSE) framework across twelve partner countries. The purpose of this paper is to provide information on how this innovative project was integrated in five Greek Secondary Schools, and to explore the perceptions of all stakeholders: management, teacher educators, teachers and students. Five schools, ten teachers, and one hundred and fifty students aged 14-16 took part in this study. Quantitative and qualitative methods were employed to identify all stakeholders' views. Based on this analysis, it is suggested that as long as this project is tailored to each partner's individual cultural and curricular needs, all stakeholders had a positive experience, which constitutes IBSE as an optimal learning mode with positive contribution to the educational process. http://pubs.sciepub.com/education/3/8/4/education-3-8-4.pdf educational reform evaluation inquiry based science education IBSE science education