Rethinking Science Education Practices
Shifting from Investigation-Centric to Comprehensive Inquiry-Based Instruction
Bibliographic Data
| ID | 22043997 |
|---|---|
| Authors | Dana Morris (0000-0001-6140-893X, The University of Texas at Tyler, corresponding author) |
| Year | 2025 |
| Volume | 15 |
| Issue | 1 |
| Pages | 73 |
| Publication date | 2025-01-13 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci15010073 |
| OpenAlex | W4406325395 |
| Language | EN |
| Citations received | 14 |
| References cited | 32 |
Inquiry-based learning (IBL) has become a cornerstone of contemporary science education, championed by frameworks like the Next Generation Science Standards (NGSS). While designed to engage students actively in scientific practices, inquiry is often misapplied, resulting in an overemphasis on hands-on investigations. This investigation-centric approach can overshadow other essential phases of inquiry, leading to a superficial understanding of scientific concepts. This paper introduces a Comprehensive Inquiry-Based Science Education (CIBSE) Framework, grounded in responsive teaching and aligned with the NGSS scientific and engineering practices. The framework emphasizes student reasoning, explanation, and the balance between short exploration and scaffolded support, aiming to offer a more holistic approach to inquiry-based science instruction. By synthesizing key elements from existing models and cognitivism, constructivism, and sociocultural learning theories, the CIBSE Framework addresses current gaps and limitations, providing educators with strategies to guide students toward deeper conceptual understanding and critical thinking. Ultimately, this balanced, adaptable framework empowers educators to meet diverse classroom needs, fostering scientific literacy and critical thinking skills essential for navigating an increasingly science-oriented world
Conceptual change · Cornerstone · Critical thinking · Engineering ethics · Mathematics education · Next Generation Science Standards · Pedagogy · Political science · Science education · Scientific Literacy · Sociocultural evolution · Sociology · Computer Science · Education and Critical Thinking Development · Engineering · Innovative Teaching Methods · Psychology · Science Education and Pedagogy
How do extrinsic school-level dynamics influence Turkish science teachers’ pedagogical preferences for teaching higher-order thinking through inquiry-based instruction?
Exploring primary teachers' perceptions of inquiry-based learning
Social predictors of inquiry learning climate in physics education
EFL idiom instruction
Innovating higher education pedagogy
Cognitive and affective processes in second language oral communication
Development of a STEM-based e-module using the MIKiR model on energy sources material to enhance students’ critical thinking skills
The effect of inquiry-based teaching on students' attitudes toward science as an academic subject as well as science and technology in general
An Exploration of Physics Teachers’ Lesson Plans Within the Ibse Framework
Designed-to-Fail
Harnessing holographic technology in science education
Ready to experiment? A closer look at students’ scientific skills in lower secondary education
Challenges in implementing constructivist approaches
Supervised or autonomous? Exploring the effect of instructional strategies on elementary school students’ mathematics and science achievement
How we think.
The construction of reality in the child.
Learning to teach science as inquiry in the rough and tumble of practice
Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
Inquiry-Based Instruction and Teaching About Nature of Science
Meta-Analysis of Inquiry-Based Learning
Why Minimal Guidance During Instruction Does Not Work
Cognitive Load During Problem Solving
Science Skills Development through Problem-Based Learning in Secondary Education
Reflections of a First-Year Chemistry Teacher
Using Cooperative Learning to Enhance Students’ Learning and Engagement during Inquiry-Based Science
Inquiry‐based mobile learning in secondary school science education
| Unique citing works | 14 |
|---|---|
| Citations per year | 14 |
| Citation span | 2025 - 2026 (2) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 14 |