Implications of scientific inquiry for learning: a systematic review
DOI:
https://doi.org/10.5281/zenodo.15844285Keywords:
scientific inquiry, learning, strategiesAbstract
The objective of this study was to analyze the implications of scientific inquiry on student learning. A systematic review methodology was used, applying the PRISMA method. For the search, keywords in English and Spanish were used: “scientific inquiry” AND “students” AND “learning” and “indagación científica” AND ‘estudiantes’ AND “aprendizaje.” The inclusion criteria considered articles available in open access, in English and Spanish, from the Scopus and SciELO databases, and that complied with search equations using the Boolean operator AND. Likewise, the period of analysis was established as 2020 to 2025. As for the exclusion criteria, articles published before 2020, restricted-access articles, and information from books or theses were discarded. As a result, 108 articles were initially identified in the Scopus and SciELO databases; of these, after applying the inclusion and exclusion criteria, 21 articles were selected for analysis (11 from Scopus and 10 from SciELO). It is concluded that scientific inquiry is a fundamental axis for meaningful learning in science and for the continuous training of teachers. In addition, the importance of the environment as an educational agent is highlighted. In this sense, the incorporation of digital technologies into the learning process can increase student motivation and engagement. It is also evident that, when addressing socio-scientific topics, tasks become more open-ended, allowing students to explore and evaluate evidence. Furthermore, scientific inquiry broadens its impact by providing information on the neural mechanisms involved in learning. Finally, it is highlighted that the use of visual tools that present different perspectives on the same concept encourages debate, understanding of scientific thinking, and critical reflection among students.
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