Inquiry-based chemistry education: a systematic review

Abstract

ABSTRACT 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.