The impacts of open inquiry on students’ learning in science: A systematic literature review

Muhamad Dah, Norsyazwani; Mat Noor, Mohd Syafiq Aiman; Kamarudin, Muhammad Zulfadhli; Syed Abdul Azziz, Saripah Salbiah

doi:10.1016/j.edurev.2024.100601

Educational Research Review

2024

DOI: 10.1016/j.edurev.2024.100601

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The impacts of open inquiry on students’ learning in science: A systematic literature review

Norsyazwani Muhamad Dah,

Mohd Syafiq Aiman Mat Noor,

Muhammad Zulfadhli Kamarudin

et al.

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2024

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Cited by 3 publications

References 80 publications

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To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews

Kamarudin,

Mat Noor

2024

Education 3-13

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To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews

Kamarudin,

Mat Noor

2024

Education 3-13

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A systematic review of teaching Comparative and International Education (CIE) in higher education: themes, contexts, and methods

Li,

Yuan

2024

Compare: A Journal of Comparative and International Education

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Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning

Talavera-Mendoza,

Cayani Caceres,

Urdanivia Alarcon

et al. 2024

Education Sciences

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The strategies employed by teachers and students in the open inquiry-based learning approach are crucial, especially when presenting researchable questions formulated by students under the guidance of the teacher. This effectively promotes the teaching and learning of various disciplines. Participant observation was conducted in the science classroom for secondary education teachers to establish the level achieved by teachers in the development of the open inquiry-based learning experience and to identify the taxonomic level of researchable questions (RQs). An observation rubric was applied, revealing that 83% of in-service teachers reached a satisfactory level, while 67% of pre-service teachers were classified as unsatisfactory in terms of using the open inquiry-based approach. Both groups formulated high-order inquiry questions, with a clear inclination in favor of in-service teachers compared to pre-service teachers. These results highlight the importance of university training in focusing on inquiry skills, particularly in planning, inferences, and evaluation. Through this observational analysis, valuable information about the current state of open inquiry-based learning is contributed, advancing science education in Peru.

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The impacts of open inquiry on students’ learning in science: A systematic literature review

Cited by 3 publications

References 80 publications

To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews

To what extent do primary school children understand photosynthesis?: a study of children’s drawings with follow-up interviews

A systematic review of teaching Comparative and International Education (CIE) in higher education: themes, contexts, and methods

Teacher Performance Level to Guide Students in Inquiry-Based Scientific Learning

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