The effect of inquiry-based learning compared with traditional instruction on the learning outcomes of pre-service biology teachers
A systematic review
Bibliographic Data
| ID | 22434792 |
|---|---|
| Authors | Meruyert Kopbayeva (Department of Biology, South Kazakhstan Pedagogical University Named After Ozbekali Zhanibekov), Aigul Uspabayeva (Department of Biology, South Kazakhstan Pedagogical University Named After Ozbekali Zhanibekov), Tahir Atici (Gazi University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-07-15 |
| 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.2026.1854373 |
| Language | EN |
| References cited | 34 |
Searching for a common ground – A literature review of empirical research on scientific inquiry activities
Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Meta-Analysis of Inquiry-Based Learning
The PRISMA 2020 statement
The Measurement of Observer Agreement for Categorical Data
The impact of long-term inquiry-based science education on students’ motivation and knowledge acquisition
Teaching Biology Lessons Using Digital Technology
Group Work during Inquiry-Based Learning in Biology Teacher Education
Smartphone-Assisted Experimentation as a Medium of Understanding Human Biology Through Inquiry-Based Learning
Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning
Examining the efficacy change of preservice science teachers
Forms of inquiry-based science instruction and their relations with learning outcomes
Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry
The Mixed Methods Appraisal Tool (MMAT) version 2018 for information professionals and researchers
The impact of inquiry-based learning in a botanical garden on conceptual change in biology
Exploring the development of pre-service science teachers’ self-efficacy beliefs through guided inquiry-based laboratory instruction
Phases of inquiry-based learning
| Highly cited | No |
|---|