Inquiry-based chemistry education: a systematic review
Peer reviewed, Journal article
Published version
Permanent lenke
https://hdl.handle.net/11250/3114729Utgivelsesdato
2023Metadata
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Originalversjon
10.1080/03057267.2023.2248436Sammendrag
The aim of this article is to examine research on inquiry-based
chemistry education in primary and secondary schools to discuss
how it is addressed in the research literature. A systematic review
was conducted, including 102 articles published between 2000 and
2020. Through inductive analyses, the articles were categorised into
four groups: (1) articles testing specific teaching approaches or
models, (2) articles testing specific learning environments, (3) articles
reporting on teachers and (4) additional relevant studies.
Within each group, the articles were further categorised into five
scientific domains (i.e. conceptual, epistemic, social, procedural and
affective) and two categories: classroom practice and other. The
experimental studies were also given a typology according to the
quality of the methods applied. Overall, the research has been
conducted with varied foci and it generally reports positive learning
outcomes. However, the main emphasis is on the conceptual and
affective domains, with fewer studies focusing on the epistemic
domain. Finally, when it comes to methodology, the reviewed
articles included many quantitative studies, often with few respondents
and of varied quality. Thus, there is a need for more studies
with larger numbers of participants, longer durations, more purposeful
sampling and with focus on the epistemic and social domains.