Abstract
The purpose of the study is to synthesize the peer-reviewed literature about innovative inquiry-based approaches for science learning and teaching. This study answers the following research questions: (1) Based on the peer-reviewed literature, what hybrid inquiry-based learning (IBL) approaches exist which respond to the challenges and expectations of education in the 21st century? (2) What features do they have? (3) What empirical evidence supports their effectiveness? (4) At which levels of education do they appear? (5) What learning outcomes are achieved? Using the methodology of systematic literature review, 110 articles obtained by the Google Scholar engine. We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) IBL is combined with some other learning approaches to increase the efficiency of the learning and teaching process. The full texts of 54 studies were read and assessed that satisfied the inclusion criteria. Four categories of hybrid IBL were identified: project-based inquiry learning, game-transformed inquiry-based learning, web-based collaborative inquiry learning, and simulation-based inquiry learning. We define and describe these approaches and present the empirical work in detail. Finally, we compare the presented learning approaches and highlight the limitations of technology integration into the classroom. This study helps to draw attention to the huge pedagogical potential of these technology-supported hybrid IBL approaches and the value of researching them.
Highlights
Different disciplines create new knowledge in different ways; they require different learning styles
We selected different approaches based on the following criteria: (1) they respond to the challenges and expectations of education in the 21st century, (2) technology supports the learning and teaching process, and (3) inquiry-based learning (IBL) is combined with some other learning approaches to increase the efficiency of the learning and teaching process
This is probably due to the fact that during the research project, students use a variety of technological tools, multimedia, and various resources that allow for discovery and acquisition of new knowledge (Spires et al, 2012)
Summary
Different disciplines create new knowledge in different ways; they require different learning styles. Students are interested in a field of science which methods, the way knowledge is created, are in line with their learning style. Students’ individual learning styles must be consistent with the type of disciplinary knowledge (Kolb, 1984). Natural sciences are experimental sciences; inquiry and learning by inquiry have always been emphasized in teaching/learning students. SI refers to the research work of scientists as they study nature and propose evidence-based explanations on better understanding it. It refers to the research activities of students, during which they develop their scientific knowledge and understanding of scientific contents (NRC, 1996)
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