http://dx.doi.org/10.31703/gesr.2021(VI-IV).06
10.31703/gesr.2021(VI-IV).06
Published : Dec 2021
Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries
Inquiry-based learning (IBL) is a student-centered approach of instruction that aims at increasing students' active engagement and their skills of investigation, reflection, and critical thinking within real-world expressions and practices. This literature review includes mostly those research studies in which a quasi-experimental approach was used, followed by a pretest-post test design with random allocation of research participants. As per the aim of this literature review, those research studies were included where elementary grade students were selected as research participants to investigate the effects of IBL approaches on students' science literacy and skills. One of the engaging lessons from this review shows that IBL approach science skills are described as two sides of the same coin. Additionally, almost all reviewed studies defined IBL as students centered approach. Moreover, the effects of IBL are also discussed in detail.
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Inquiry-based Learning, Science Literacy, Scientific Skills, Student-Centered Learning, Elementary Grade
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(1) Mahmood Ahmed Dool
PhD Scholar, (SZABIST)/ Assistant Professor, Department of Education, IBA Community College, Near PCB Ground, Shikarpur Road, Jacobabad, Sindh, Pakistan
(2) Naeem Akhtar
Assistant Professor, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan
(3) Najmunnisa Khan
Associate Professor/Chairperson, Department of Education, Shaheed Zulfiqar Ali Bhutto Institute of Science and Technology, Karachi, Sindh, Pakistan
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Cite this article
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APA : Dool, M. A., Akhtar, N., & Khan, N. (2021). Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries. Global Educational Studies Review, VI(IV), 54-63. https://doi.org/10.31703/gesr.2021(VI-IV).06
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CHICAGO : Dool, Mahmood Ahmed, Naeem Akhtar, and Najmunnisa Khan. 2021. "Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries." Global Educational Studies Review, VI (IV): 54-63 doi: 10.31703/gesr.2021(VI-IV).06
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HARVARD : DOOL, M. A., AKHTAR, N. & KHAN, N. 2021. Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries. Global Educational Studies Review, VI, 54-63.
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MHRA : Dool, Mahmood Ahmed, Naeem Akhtar, and Najmunnisa Khan. 2021. "Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries." Global Educational Studies Review, VI: 54-63
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MLA : Dool, Mahmood Ahmed, Naeem Akhtar, and Najmunnisa Khan. "Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries." Global Educational Studies Review, VI.IV (2021): 54-63 Print.
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OXFORD : Dool, Mahmood Ahmed, Akhtar, Naeem, and Khan, Najmunnisa (2021), "Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries", Global Educational Studies Review, VI (IV), 54-63
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TURABIAN : Dool, Mahmood Ahmed, Naeem Akhtar, and Najmunnisa Khan. "Inquiry-Based Learning Practices for Science Teaching in Elementary Grades: A Literature Review of the Asian Countries." Global Educational Studies Review VI, no. IV (2021): 54-63. https://doi.org/10.31703/gesr.2021(VI-IV).06