Science and inquiry-based teaching and learning
A systematic review
Bibliographic Data
| ID | 22166458 |
|---|---|
| Authors | Diego Antonio Urdanivia Alarcon (0000-0002-7861-2088), Fabiola Talavera-Mendoza (0000-0002-0008-5206), Fabian Hugo Rucano Paucar (0000-0002-9927-0988), Karina Sandra Cayani Caceres, Rina Machaca Viza |
| Year | 2023 |
| Volume | 8 |
| Publication date | 2023-05-05 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2023.1170487 |
| Language | EN |
| Citations received | 17 |
| References cited | 61 |
The use of the inquiry-based instructional approach allows the development of research skills and construction of scientific knowledge. When coupled with effective teaching strategies, this approach allows for the modeling of the world's laws and theories with reality, thereby making science more accessible. The objective is to analyze the instructional models, subject areas, and developmental areas implemented by secondary school teachers in science education. After a systematic review of Web of Science, Scopus, and ERIC databases from 2013 to 2022, 51 articles were selected, which include qualitative, experimental, and descriptive works. The results indicate that teaching science has a tendency to achieve learning using scientific reasoning, with high expectations based on evidence, and a predisposition to the use of constructivism instructional models. The need for continuous teacher training to understand scientific knowledge and to master strategies for implementing open inquiry is emphasized. It is concluded that all studies focus on IBL, which encourages new ways of conducting science while considering the cyclic application processes. Similarly, the trend toward technology-based serious games, such as video, audio, and digital platforms, is becoming increasingly evident in current education, as is the drive to develop STEM methodologies
Status of science laboratory activities and their impact on quality education in secondary and preparatory schools of Dawro Zone, Southwest Ethiopia
Effects of the 5E guided inquiry-based learning model on science process skills of secondary school biology students in Mattu town, Ethiopia
The effect of inquiry-based teacher training on secondary school teachers’ pedagogic knowledge
The Waldorf observation-based approach can expand pedagogical toolkit for science teachers
Modelling Sound in Primary Education
From Classroom to Long-Term Results
A systematic review of serious games as tools for STEM education
Multi-year evaluation of a smart inquiry-based science learning application in middle school education
Mastering critical thinking skills is strongly associated with the ability to recognize fakeness and misinformation
Enhancing Early STEM Engagement
Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning
Baseline Views of Preservice Physics Teachers on Inquiry-Based Approaches and Their Connection with Nature of Science Conceptions
Enhancing Scientific Literacy in VET Health Students
What Is the Future of Augmented Reality in Science Teaching and Learning? An Exploratory Study on Primary and Pre-School Teacher Students’ Views
Inquiry-Based Knowledge Transformation
Effects of Augmented Reality and Video‐Based Learning in Inquiry‐Based Science Education on Academic Achievement and Motivation to Learn Science
Supervised or autonomous? Exploring the effect of instructional strategies on elementary school students’ mathematics and science achievement
The Positive Influence of Inquiry-Based Learning Teacher Professional Learning and Industry Partnerships on Student Engagement With STEM
Gamification in Science Education. A Systematic Review of the Literature
Patterns of inquiry-based science instruction and student science achievement in Pisa 2015
The status of and challenges facing secondary science teaching in Tanzania
Inquiry‐based mobile learning in secondary school science education
Inquiry-Based Learning in Science Education
Factors Predicting Inquiry-Based Teaching in Science Across One Belt One Road Countries and Regions
| Unique citing works | 17 |
|---|---|
| Citations per year | 8,5 |
| Citation span | 2024 - 2026 (3) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |