Inquiry-based science education in science teacher education: a systematic review

Figures & data

Table 1. The specific search in the web of science, ERIC, and education source databases.

Search	Search Term(s) in Web of Science, ERIC, and Education Source
S1	(‘inquiry-based’ OR ‘inquiry teaching’ OR ‘inquiry learning’ OR ‘inquiry-oriented’)
S2	(‘teacher educat*’ OR ‘teacher training’ OR ‘teacher preparation program*’ OR ‘pre-service’ OR ‘preservice’)
S3	(‘science’ OR ‘biology’ OR ‘chemistry’ OR ‘physics’)
S1, S2 AND S3	S1 AND S2 AND S3

Table 2. Inclusion and exclusion criteria (inspired by Winje & Løndal, 2020).

Type of criterion	Criteria	Inclusion	Exclusion
Type of publication	Journal articles	X
	Conference papers		X
	Reports		X
	Dissertations		X
	Books and book chapters		X
Publication period	January 2000 – December 2022	X
Language	English	X
	Other		X
Place of study	Worldwide	X
Type of study	Empirical investigations	X
	Literature reviews		X
	Theoretical reviews		X
Research methods	Qualitative	X
	Quantitative	X
	Mixed methods	X
Participants in the study	PSTs in primary and/or secondary level	X
	Pupils		X
	Teachers		X
	In-service teachers		X
	Teacher educators		X
Focus on the school subject	Science	X
	Biology	X
	Chemistry	X
	Physics	X
	Geoscience	X
	Other (e.g. mathematics, history, language)		X
IBSE	In focus	X
	As a context		X

Figure 1. Flow chart of the process of selection of articles for inclusion in the present review.

Table 3. Analytical framework with descriptions of the categories and an overview of how many studies were categorised in each category.

	IBL: PSTs conduct inquiry as learners	IBT: PSTs implement and/or reflect on inquiry in the teacher role, or progress from conducting to teaching inquiry
Epistemic domain: Learning about science as inquiry and the nature of science (NOS)	11	6
Procedural domain: Developing learners’ inquiry skills	25	23
Conceptual domain: Using inquiry to learn science content knowledge	24	5
Social domain: Constructing science knowledge and arguing from evidence in a social process while working with inquiry	2	2
Pedagogical domain: Teacher and student roles during IBSE; general aspects of teaching/learning through IBSE; PSTs’ views on IBSE as a pedagogical approach; co-learning and co-teaching approaches; IBT during school practice placement	2	37
Affective domain: Attitudes, self-efficacy, identity, and beliefs related to IBSE	24	26
Other Effect of IBSE on PSTs’ metacognition skills, creative or critical thinking dispositions Use of technology in IBSE	14	4

Table 4. A summary of trends and tendencies within IBSE and domains.

	Beneficial outcomes of IBSE	Challenges with IBSE	Areas for further research and development
Epistemic domain: Learning about science as inquiry and the nature of science (NOS)	IBL may contribute to developing PSTs’ understanding of epistemic aspects, particularly when NOS is given explicit attention. It is possible to develop PSTs’ level of epistemic reflection through targeted teaching and learning experiences with interplay between theoretical input, classroom teaching experience and guided reflection.	PSTs struggle to understand NOS when working with IBL. PSTs struggle with including NOS perspectives in IBT. Many PSTs enter teacher education with poor preparation in the epistemic aspects of inquiry and if left unattended, they leave with insufficient understanding as well.	The epistemic domain is insufficiently covered and need increased attention. Research and development should aim to identify fruitful ways for PSTs to develop their understanding of epistemic aspects of IBSE in the student role as well as in the teacher role.
Procedural domain: Developing learners’ inquiry skills	PSTs can increase their inquiry skills when working with IBL, but they need explicit instruction about procedural aspects and sufficient content knowledge to enter meaningfully into the different practices involved in IBSE. Approaches where PSTs progress from engaging in IBL in the role of students to planning and conducting IBT may support PSTs’ procedural skills and prepare them for thoughtful implementation of IBT. Critiquing existing IBT resources, adapting such resources and finally designing their own IBT resources for use in the classroom may improve PSTs’ procedural skills.	PSTs are insufficiently educated in the different stages of inquiry processes. PSTs have challenges with several scientific practices, such as posing researchable questions, formulating hypotheses, and choosing a strategy for investigation. PSTs struggle with the transition from IBL to IBT. They have positive views of IBL, but they experience that it is difficult to implement inquiry procedures it in the classroom.	In teacher education, PSTs need to experience IBL in the student role with sufficient scaffolding and with explicit attention to the practices of IBSE. There is still a relative scarcity of research papers reporting on comprehensive learning progressions for where PSTs build up their procedural skills through IBL and well as IBT experiences.
Conceptual domain: Using inquiry to learn science content knowledge	PSTs can gain increased subject matter understanding through working with IBL.	Insufficient content knowledge may inhibit PSTs’ ability to conduct IBT with pupils.	Research is needed on how IBL compares with other instructional approaches to develop PSTs’ content knowledge.
Social domain: Constructing science knowledge and arguing from evidence in a social process while working with inquiry	IBSE with a distinct focus on argumentation can support and promote PSTs’ argumentation skills.	PSTs struggle with constructing scientific arguments of high quality. PSTs needs scaffolding in how to orchestrate interactive classroom discussions when carrying out IBT.	There is no research on communication and collaboration among the IBL-studies and no research on argumentation among the IBT-studies. Published research gives limited attention to, and examples of, how to work with the social domain in IBSE in teacher education. Research and development are needed to identify fruitful approaches. Best-practice examples are needed of how to develop PSTs’ ability to scaffold interactive classroom discussions in IBT.
Pedagogical domain: Teacher and student roles during IBSE; general aspects of teaching/learning through IBSE; PSTs’ views on IBSE as a pedagogical approach	There are many research examples of how PSTs learn and experience how to implement IBSE as future teachers. Different procedures, such as microteaching, co-learning, co-teaching, are reported to support PSTs in developing IBT-skills. Reflection activities are important to develop PSTs’ competence in orchestrating IBSE in the classroom.	PSTs struggle to transfer their experiences of doing science (IBL) to actively using these experiences in IBT with pupils. The weak connection that some PSTs experience between the campus-based parts of teacher education and classroom practice is a challenge for developing their IBT skills.	Teacher educators need to explicitly model good IBSE for PSTs as part of teacher education. PSTs need experience with and support in working with inquiry during their school placement. The teachers they meet in school placement need to support an inquiry-based approach to science teaching.
Affective domain: Attitudes, self-efficacy, identity, and beliefs related to IBSE	IBL as well as IBT experiences may support PSTs’ development of self-efficacy and positive attitudes to both IBSE and science teaching in general.	The affective outcomes are shaped by a range of background factors and previous experiences, so that different subgroups of students display different affective responses to IBSE.	The role of background variables such as previous experiences in shaping PSTs’ affective response to IBSE remain to be explored in more detail. Teacher education needs to pay attention to supporting PSTs’ self-efficacy and identity development related to IBSE.
Other Use of technology in IBSE Effect of IBSE on PSTs’ metacognition skills, creative or critical thinking dispositions	Technology-enhanced IBL approaches, such as wikis or “mobile learning”, may support PSTs’ learning under some conditions. IBL may support PSTs’ critical and creative thinking skills. PSTs are willing to include technology in IBT.	Many PSTs may have insufficient prior teaching and learning experiences for using technology effectively in IBSE.	There is limited research on how IBSE relates to PSTs’ use of technology and to their metacognitive, critical, and creative thinking skills.

Table

No.	Author	Year	Journal	Title	Location of the study	Methods	N=	IBL or IBT	Domain	Level in science teacher education
1	Acarli, D.S.; Dervisoglu, S.	2021	Journal of Educational Studies Trend and Practices	Effect of inquiry-based biology laboratory applications on scientific process skills, attitude, self-efficacy and self-confidence	Turkey	Quantitative	25	IBL	Procedural, Affective	Not specified
2	Aidoo, B. Anthony-Krueger, C. Gyampoh, A. Obiri G. Tsyawo, J. Quansah, F.	2022	European Journal of Science and Mathematics Education	A mixed-method approach to investigate the effect of flipped inquiry-based learning on chemistry students learning	Ghana	Mixed Methods	100	IBL	Conceptual, Affective, Other	Not specified
3	Akgul, E.M.	2006	EURASIA Journal ofMathematics, Science & Technology Education	Teaching science in an inquiry-based learning environment: what it means for pre-service elementary science teachers	Turkey	Qualitative	34	IBL	Epistemic, Pedagogical	Elementary
4	Amos, R. Levinson, R.	2019	International Journal of Development Education & Global Learning	Socio-scientific inquiry-based learning: an approach for engaging with the 2030 Sustainable Development Goals through school science	UK	Quantitative	350	IBT	Pedagogical	Not specified
5	Arabacioglu, S. Unver, A. O.	2016	Journal of Baltic Science Education	Supporting inquiry based laboratory practices with mobile learning to enhance students’ process skills in science education	Turkey	Qualitative	11	IBL	Procedural, Other	Elementary
6	Arsal, Z.	2017	International Journal of Science Education	The impact of inquiry-based learning on the critical thinking dispositions of pre-service science teachers	Turkey	Qualitative	56	IBL	Other	Not specified
7	Asy’ari, M. Ikhsan, M. Muhali	2019	International Journal of Instruction	The effectiveness of inquiry learning model in improving prospective teachers’ metacognition knowledge and metacognition awareness	Indonesia	Quantitative	90	IBL	Other	Not specified
8	Avery, L.M. Meyer, D.Z.	2012	School Science & Mathematics	Teaching science as science is practiced: opportunities and limits for enhancing preservice elementary teachers’ self-efficacy for science and science teaching	USA	Mixed Methods	77	IBL	Affective	Elementary
9	Aydin, M.	2019	Journal of Biological Education	Investigating pre-service science teachers mobile augmented reality integration into worksheets	Turkey	Mixed Methods	81	IBT	Other	Not specified
10	Bansal, G.	2020	Education 3–13	Indian pre-service teachers’ conceptualisations and enactment of inquiry-based science education	India	Mixed Methods	4	IBT	Pedagogical	Middle
11	Baxter, B.K. Jenkins, C.C. Southerland, S. A. Wilson, P.	2004	Journal of Science Teacher Education	Using a multilevel assessment scheme in reforming science methods courses	USA	Mixed Methods	69	IBT	Procedural, Pedagogical	Secondary
12	Bhattacharyya, S. Volk, T. Lumpe, A.	2009	Journal of Science Teacher Education	The influence of an extensive inquiry-based field experience on pre-service elementary student teachers’ science teaching beliefs	USA	Mixed Methods	14	IBT	Affective	Elementary
13	Biggers, M. Forbes, C.T.	2012	International Journal of Science Education	Balancing teacher and student roles in elementary classrooms: preservice elementary teachers’ learning about the inquiry continuum	USA	Qualitative	6	IBT	Pedagogical, Affective	Elementary
14	Binns, I.C. Popp, S.	2013	Electronic Journal of Science Education	Learning to teach science through inquiry: experiences of preservice teachers	USA	Qualitative	7	IBT	Pedagogical, Affective	Secondary
15	Britner, S.L. Finson, K.D.	2005	Journal of Elementary Science Education	Preservice teachers’ reflections on their growth in an inquiry-oriented science pedagogy course	USA	Qualitative	34	IBT	Procedural, Affective	Not specified
16	Bruckermann, T. Aschermann, E. Bresges, A. Schlüter, K.	2017	International Journal of Science Education	Metacognitive and multimedia support of experiments in inquiry learning for science teacher preparation	Germany	Mixed Methods	63	IBL	Procedural, Other	Lowersecondary
17	Bryant R.	2006	Journal of College Science Teaching	Assessment Results Following Inquiry and Traditional Physics Laboratory Activities	USA	Qualitative	51	IBL	Procedural, Conceptual	Elementary
18	Buyruk, A.A Bekiroglu, F.O.	2018	Journal of Education in Science, Environment and Health	Comparison of pre-service physics teachers’ conceptual understanding of dynamics in model-based scientific inquiry and scientific inquiry environments	Turkey	Mixed Methods	22	IBL	Conceptual	Secondary
19	Cartwright, T. Smith, S. Hallar, B.	2014	Teacher Education & Practice	Confronting barriers to teaching elementary science: after-school science teaching experiences for preservice teachers	USA	Qualitative	8	IBT	Affective	Elementary
20	Cian, H. Dsouza, N. Lyons, R. Cook, M.	2017	Journal of Science Teacher Education	Influences on the development of inquiry-based practices among preservice teachers	USA	Qualitative	4	IBT	Pedagogical	Secondary
21	Crawford, B.A. Zembal-Saul, C. Munford, D. Friedrichsen, P.	2005	Journal of Research in Science Teaching	Confronting prospective teachers’ ideas of evolution and scientific inquiry using technology and inquiry-based tasks	USA	Qualitative	21	IBL	Epistemic, Conceptual, Other	Secondary
22	Cruz-Guzman, M. Garcia-Carmona, A. Criado, A. M.	2017	International Journal of Science Education	An analysis of the questions proposed by elementary pre-service teachers when designing experimental activities as inquiry	Spain	Qualitative	154	IBL	Procedural	Elementary
23	Cruz-Guzman, M.; Garciá-Carmona, A.; Criado, A.M.	2020	Research in Science Education	Proposing questions for scientific inquiry and the selection of science content in initial elementary education teacher training	Spain	Qualitative	67	IBL	Procedural	Elementary
24	Del Greco, R. Bernadowski, C. Parker, S.	2018	International Journal of Instruction	Using illustrations to depict preservice science teachers’ self-efficacy: a case study	USA	Qualitative	80	IBT	Affective	Elementary
25	Docherty-Skippen, S.M.; Karrow, D.; Ahmed, G.	2020	Brock Education Journal: A Journal of Educational Research and Practice	Doing science: pre-service teachers’ attitudes and confidence teaching elementary science and technology	Canada	Quantitative	27	IBL	Affective	Elementary
26	Duncan, R.G. Pilitsis, V. Piegaro, M.	2010	Journal of Science Teacher Education	Development of preservice teachers’ ability to critique and adapt inquiry-based instructional materials	USA	Qualitative	17	IBT	Procedural	Secondary
27	Duran, L.B. McArthur, J. Van Hook, S.	2004	Journal of Science Teacher Education	Undergraduate students’ perceptions of an inquiry-based physics course	USA	Qualitative	25	IBL	Affective	Not specified
28	Ecevit, T. Kaptan, F.	2022	Journal of Theoretical Educational Science	The efficiency of argument-based inquiry practices in science teacher candidate education	Turkey	Mixed Methods	38	IBL	Epistemic, Procedural, Other	Not specified
29	Eick, C.J.	2000	Electronic Journal of Science Education	Inquiry, nature of science, and evolution: the need for a more complex pedagogical content knowledge in science teaching	USA	Qualitative	12	IBT	Epistemic	Secondary
30	Eick, C. Dias, M.	2005	Science Education	Building the authority of experience in communities of practice: the development of preservice teachers’ practical knowledge through coteaching in inquiry classrooms	USA	Qualitative	11	IBT	Pedagogical	Secondary
31	Eick, C.J. Reed, C.J.	2002	Science Education	What makes an inquiry-oriented science teacher? The influence of learning histories on teacher role identity and practice	USA	Qualitative	12	IBT	Pedagogical, Affective	Secondary
32	Enugu, R. Hokayem, H.	2017	European Journal of Science and Mathematics Education	Challenges pre-service teachers face when implementing a 5E inquiry model of instruction	USA	Qualitative	55	IBT	Procedural	Elementary
33	Fazio, X. Melville, W. Bartley, A.	2010	Journal of Science Teacher Education	The problematic nature of the practicum: a key determinant of pre-service teachers’ emerging inquiry-based science practices	Canada	Mixed Methods	107	IBT	Affective	Secondary
34	Feyzioglu, B.	2019	International Journal of Education in Mathematics, Science and Technology	Examination of laboratory perceptions of pre-service science teachers with different goal orientations on inquiry-based analytical chemistry courses: a case study	Turkey	Qualitative	37	IBL	Procedural	Not specified
35	Forbes, C.	2013	Journal of Science Teacher Education	Curriculum-dependent and curriculum-independent factors in preservice elementary teachers’ adaptation of science curriculum materials for inquiry-based science	USA	Mixed Methods	46	IBT	Procedural	Elementary
36	Garcia-Carmona, A.	2017	International Journal of Science & Mathematics Education	Pre-service primary science teachers’ abilities for solving a measurement problem through inquiry	Spain	Qualitative	23	IBL	Procedural	Primary
37	García-Carmona, A. Criado, A. Cruz-Guzmán, M.	2016	Research in Science Education	Primary pre-service teachers’ skills in planning a guided scientific inquiry	Spain	Qualitative	66	IBL	Procedural	Primary
38	Gencer, S. Ekici, F.	2022	Journal of Chemical Education	Preservice chemistry teachers’ understanding of surface tension through guided-inquiry	Turkey	Qualitative	10	IBL	Conceptual	Not specified
39	Gilbert, A.	2009	Early Childhood Education Journal	Utilizing science philosophy statements to facilitate K-3 teacher candidates’ development of inquiry-based science practice	USA	Qualitative	40	IBT	Pedagogical	Not specified
40	Glackin, M. Harrison, C.	2018	Journal of Biological Education	Budding biology teachers: what have botanical gardens got to offer inquiry learning	UK	Qualitative	8	IBL	Pedagogical	Secondary
41	Goldston, M. Dantzler, J. Day, J. Webb, B.	2013	Journal of Science Teacher Education	A psychometric approach to the development of a 5E lesson plan scoring instrument for inquiry-based teaching	USA	Mixed Methods	224	IBT	Procedural	Elementary
42	Graves, C. Rutherford, S.	2012	Journal of College Science Teaching	Writing a scientific research (‘testable’) question: the first step in using online data sets for guided inquiry assignments	USA	Mixed Methods	109	IBL	Procedural	Elementary
43	Greca, I.M.	2016	International Journal of Science Education	Supporting pre-service elementary teachers in their understanding of inquiry teaching through the construction of a third discursive space	Spain	Qualitative	3	IBT	Pedagogical	Elementary
44	Gunckel, K.L. Wood, M.B.	2015	Science Education	The principle-practical discourse edge: elementary preservice and mentor teachers working together on colearning tasks	USA	Qualitative	29	IBT	Pedagogical	Elementary
45	Gurel, C. Suzuk, E.	2017	Educational Sciences: Theory and Practice	Pre-service physics teachers’ argumentation in a model rocketry physics experience	Turkey	Qualitative	21	IBL	Social	Not specified
46	Hacıeminoğlu, E. Yıldız, N,G. Şeker, R.	2022	Sustainability	Factors related to cognitive reasoning of pre-service teachers’ science process skills: Role of experiments at home on meaningful learning	Turkey	Mixed Methods	36	IBL	Procedural	Not specified
47	Haefner, L.A. Zembal-Saul, C.	2004	International Journal of Science Education	Learning by doing? Prospective elementary teachers’ developing understandings of scientific inquiry and science teaching and learning.	USA	Qualitative	11	IBT	Epistemic	Elementary
48	Hakverdi-Can, M. Sönmez, D.	2012	Science Education International	Learning how to design a technology supported inquiry-based learning environment	Turkey	Qualitative	22	IBT	Other	Elementary
49	Hamed, S.; Ezquerra, Á.; Porlán, R.; Rivero, A.	2020	Educational Research	Exploring pre-service primary teachers’ progression towards inquiry-based science learning	Spain	Qualitative	347	IBT	Pedagogical	Primary
50	Hayes, M.T.	2002	Journal of Science Teacher Education	Elementary preservice teachers’ struggles to define inquiry-based science teaching	USA	Qualitative	22	IBT	Pedagogical, Affective	Elementary
51	Herranen, J. Kousa, P. Fooladi, E. Aksela, M.	2019	International Journal of Science Education	Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching	Finland	Qualitative	5	IBT	Pedagogical	Lower secondary
52	Hiltunen, M.; Kärkkalinen, S.; Keinonen, T.	2021	Educational Science	Identifying student teachers’ inquiry-related questions in biology lessons	Finland	Qualitative	12	IBT	Social, Pedagogical	Primary and secondary
53	Hiltunen, M. Karkkainen, S. Keinonen, T. Hahkioniemi, M. Lehesvuori, S. Tikkanen, P.	2016	Problems of Education in the 21st Century	Primary school student teachers’ classroom talk during inquiry-based biology lessons	Finland	Qualitative	5	IBT	Social	Primary
54	Hwang, S. Kim, N. Jeon, S. H. Shim, H. P. Ryu, K. B.	2018	EURASIA Journal of Mathematics Science and Technology Education	Analyzing the growth of a pre-service science teacher community through the lens of cultural historical activity theory: the case of a three-year voluntary science teaching program	Korea	Qualitative	12	IBT	Pedagogical	Not specified
55	Inel-Ekici, D.; Ekici, M.	2021	Asia Pacific Education Review	Mobile inquiry-and inquiry-based science learning in higher education: advantages, challenges, and attitudes	Turkey	Qualitative	80	IBL	Other	Elementary
56	Irwanto Saputro, A.D. Rohaeti, E. Prodjosantoso, A.K.	2019	Eurasian Journal of Educational Research	Using inquiry-based laboratory instruction to improve critical thinking and scientific process skills among preservice elementary teachers	Indonesia	Mixed Methods	43	IBL	Procedural, Other	Elementary
57	Isabelle, A.D. de Groot, C.	2008	Journal of Science Teacher Education	Alternate conceptions of preservice elementary teachers: the Itakura method	USA	Mixed Methods	38	IBL	Conceptual	Elementary
58	Jeenjenkit, U. Magee, P.A. Barman, N. Ruenwongsa, P. Panijpan, B.	2011	International Journal of Learning	An inquiry learning unit for enhancing elementary pre-service teacher understanding of factors affecting chemical reaction rate	USA	Mixed Methods	27	IBL	Conceptual	Elementary
59	Kang, E.J.S. Bianchini, J.A. Kelly, G.J.	2013	Journal of Science Teacher Education	Crossing the border from science student to science teacher: preservice teachers’ views and experiences learning to teach inquiry	USA	Qualitative	8	IBT	Pedagogical, Affective	Secondary
60	Kapucu, S.	2016	Journal of Education and Future	Guided inquiry-based electricity experiments: pre-service elementary science teachers’ difficulties	Turkey	Mixed Methods	80	IBL	Procedural	Elementary
61	Karea, S. Asrial, A. Kurniawan, D.A. Perdana, R. Pratama, R.A.	2021	Eurasian Journal of Educational Research	Implementing inquiry based ethno-constructivism learning module to improve students’ critical thinking skills and attitudes towards cultural values	Indonesia	Quantitative	68	IBL	Other	Elementary
62	Kazempour, M. Amirshokoohi, A.	2013	Journal of Education and Learning	Exploring elementary pre-service teachers’ experiences and learning outcomes in a revised inquiry-based science lesson: an action research	USA	Qualitative	22	IBL	Conceptual, Affective	Elementary
63	Kim, B.S.	2010	International Journal of Learning	Integration of service-learning into elementary science teaching methods courses	USA	Qualitative	41	IBT	Affective	Elementary
64	Kinyota, M.; Rwimo, B.S.	2022	African Journal of Reasearch in Mathematics, Science and Technology Education	Developing student teachers’ conceptions of the nature of science: an assessment of a pre-service science teacher programme in Tanzania	Tanzania	Quantitative	346	IBL	Epistemic	Not specified
65	Kiran, D.	2022	International Journal of Science Education	Examining the efficacy change of preservice science teachers: does an inquiry-based laboratory instruction make a difference? A mixed method study.	Turkey	Mixed Methods	52	IBL	Affective	Elementary
66	Krämer, P. Nessler, S.H. Schlüter, K.	2015	Research in Science & Technological Education	Teacher students’ dilemmas when teaching science through inquiry	Germany	Qualitative	24	IBT	Pedagogical	Secondary
67	Kukkonen, J. Dillon, P. Kärkkäinen, S. Hartikainen-Ahia, A. Keinonen, T.	2016	Education and Information Technologies	Pre-service teachers’ experiences of scaffolded learning in science through a computer supported collaborative inquiry	Finland	Quantitative	114	IBL	Conceptual, Other	Not specified
68	Lee, C.K. Shea, M.	2016	Science Education International	An analysis of pre-service elementary teachers’ understanding of inquiry-based science teaching	USA	Mixed Methods	54	IBT	Epistemic, Procedural, Affective	Elementary
69	Leonard, J. Barnes-Johnson, J. Dantley, S.J. Kimber, C.	2011	Urban Review: Issues and Ideas in Public Education	Teaching science inquiry in urban contexts: the role of elementary preservice teachers’ beliefs	USA	Mixed Methods	13	IBT	Affective	Elementary
70	Leonard, J. Boakes, N. Moore, C.M.	2009	Journal of Elementary Science Education	Conducting science inquiry in primary classrooms: case studies of two preservice teachers’ inquiry-based practices	USA	Qualitative	12	IBT	Conceptual, Pedagogical	Primary
71	Lotter, C. Singer, J. Godley, J.	2009	Journal of Science Teacher Education	The influence of repeated teaching and reflection on preservice teachers’ views of inquiry and nature of science	USA	Qualitative	9	IBT	Epistemic, Pedagogical	Secondary
72	Luera, G.R. Moyer, R.H. Everett, S.A.	2005	Journal of Elementary Science Education	What type and level of science content knowledge of elementary education students affect their ability to construct an inquiry-based science lesson?	USA	Quantitative	234	IBT	Conceptual	Elementary
73	Lustick, D.	2009	Journal of Science Teacher Education	The failure of inquiry: preparing science teachers with an authentic investigation	USA	Mixed Methods	15	IBL	Procedural, Affective	Secondary
74	Ma, A. van der Flier-Keller, E. Zandvliet, D. Cameron, K.	2021	Journal of Geoscience education	Merging earth science into an environmental education course for K-12 teachers: Is it successful?	Canada	Mixed Methods	51	IBT	Affective	Secondary
75	Magee, P.A Flessner, R.	2012	Science Education International	Collaborating to improve inquiry-based teaching in elementary science and mathematics methods courses	USA	Qualitative	49	IBT	Pedagogical	Elementary
76	McCullagh, J.; Doherty, A.	2021	Education 3–13	A coteaching model for developing pre-service teachers’ practice and confidence in teaching primary science through inquiry	Ireland	Qualitative	36	IBT	Pedagogical	Primary
77	McDonald, S. Grimes, P. Doughty, L. Finlayson, O. McLoughlin, E. van Kampen, P.	2019	Journal of Science Teacher Education	A workshop approach to developing the professional pedagogical vision of Irish secondary preservice science teachers	Ireland	Qualitative	18	IBT	Pedagogical	Secondary
78	Meyer, D. Meyer, A.A. Nabb, K. Connell, M. Avery, L.	2013	Research in Science Education	A theoretical and empirical exploration of intrinsic problems in designing inquiry activities	USA	Qualitative	4	IBT	Pedagogical	Not specified
79	Morrison, J.A.	2008	Journal of Science Teacher Education	Individual inquiry investigations in an elementary science methods course	USA	Qualitative	70	IBL	Epistemic, Procedural, Affective	Elementary
80	Munoz-Franco, G.; Criado, A.M.;García-Carmona, A.	2020	Research in Science Education	Investigating image formation with a camera obscura: a study in initial primary science teacher education	Spain	Qualitative	104	IBL	Conceptual	Primary
81	Namdar, B.	2018	Research in Science & Technological Education	Teaching global climate change to pre-service middle school teachers through inquiry activities	Turkey	Quantitative	102	IBL	Conceptual, Affective	Middle
82	Nawanidbumrung, W. Samiphak, Ss Inoue, N.	2022	Science Education International	The impact of pre-service teachers’ pedagogical beliefs on teaching science as inquiry: A silent antagonist for effective inquiry-based science lessons	Thailand	Qualitative	6	IBT	Pedagogical, Affective	Secondary
83	Nesmith, S. Ditmore, E. Scott, L. Zhu, T.	2017	Electronic Journal of Science Education	‘This is More About a Book Than About Science!’ Preservice teachers’ perceptions towards using literacy strategies in inquiry-based science lessons	USA	Qualitative	64	IBT	Pedagogical	Elementary
84	Nhlengethwa, K.B.; Govender, N.; Sibanda, D.	2020	Journal of Baltic Science Education	Final-year pre-service primary school teachers’ understanding of inquiry-based science teaching	Eswatini	Qualitative	34	IBT	Pedagogical	Primary
85	Nhlengethwa, K.B.; Govender, N.; Sibanda, D.	2021	Education 3–13	Primary school pre-service teachers’ enactment of inquiry-based science teaching	Eswatini	Qualitative	6	IBT	Pedagogical	Primary
86	Nivalainen, V. Asikainen, M. Hirvonen, P.	2013	Journal of Science Teacher Education	Open guided inquiry laboratory in physics teacher education	Finland	Qualitative	32	IBT	Procedural, Conceptual, Affective	Upper secondary
87	Nugent, G. Toland, M. Levy, R. Kunz, G. Harwood, D. Green, D. Kitts, K.	2012	Journal of Science Teacher Education	The impact of an inquiry-based geoscience field course on pre-service teachers	USA	Mixed Methods	62	IBL	Procedural, Conceptual, Affective	Not specified
88	Oh, P.S.	2011	Science Education	Characteristics of abductive inquiry in earth science: an undergraduate case study	Korea	Qualitative	5	IBL	Procedural	Secondary
89	Okulu, H.Z. Ünver, A.O.	2018	International Education Studies	The process of facilitating knowledge acquisition and retention: an inquiry into magnetic poles with challenging questions	Turkey	Quantitative	65	IBL	Conceptual	Primary
90	Otto, C. Everett, S. Moyer, R. Zitzewitz, P.	2012	International Journal of Science & Mathematics Education	Using a state teacher certification test to assess an inquiry-based science education program	USA	Quantitative	1003	IBL	Conceptual	Elementary
91	Ozdem, Y. Ertepinar, H. Cakiroglu, J. Erduran, S.	2013	International Journal of Science Education	The nature of pre-service science teachers’ argumentation in inquiry-oriented laboratory context	Turkey	Qualitative	35	IBL	Social	Elementary
92	Ozgelen, S. Yilmaz-Tuzun, O. Hanuscin, D.	2013	Research in Science Education	Exploring the development of preservice science teachers’ views on the nature of science in inquiry-based laboratory instruction	Turkey	Qualitative	52	IBL	Epistemic	Elementary
93	Papaevripidou, M. Irakleous, M. Zacharia, Z.C.	2017	Science Education International	Using teachers’ inquiry-oriented curriculum materials as a means to examine their pedagogical design capacity and pedagogical content knowledge for inquiry-basedlearning	Cyprus	Qualitative	44	IBT	Pedagogical	Elementary
94	Park, J. Chang, J. Park, J. Yoon, H.G.	2022	International Journal of Science Education	Features of and representational strategies in instructional videos for primary science classes	South Korea	Mixed Methods	16	IBT	Procedural, Pedagogical, Other	Primary
95	Pérez, B.C.	2022	Research in ScienceEducation	Epistemic criteria considered by pre-service teachers for assessing the quality of a scientific investigation about friction force	Spain	Qualitative	71	IBL	Epistemic	Primary
96	Pérez, B.C. Díaz-Moreno, N.	2021	EURASIA Journal of Mathematics, Science and Technology Education	Promoting pre-service primary teachers’ development of NOSI through specific immersion and reflection	Spain	Qualitative	40	IBL	Epistemic	Primary
97	Pilitsis, V. Duncan, R.	2012	Journal of Science Teacher Education	Changes in belief orientations of preservice teachers and their relation to inquiry activities	USA	Qualitative	13	IBL	Affective	Secondary
98	Plummer, J.D. Ozcelik, A.T.	2015	Science Education	Preservice teachers developing coherent inquiry investigations in elementary astronomy	USA	Mixed Methods	30	IBT	Procedural, Conceptual	Elementary
99	Plummer, J.D. Zahm, V.M. Rice, R.	2010	Journal of Science Teacher Education	Inquiry and astronomy: preservice teachers’ investigations of celestial motion	USA	Qualitative	18	IBL	Conceptual	Elementary
100	Prayogi, S.; Verawati, N.N.S.P.	2020	Educational, Cultural and Psychological Studies	The effect of conflict cognitive strategy in inquiry-based learning on preservice teachers’ critical thinking ability	Indonesia	Qualitative	18	IBL	Other	Not specified
101	Qablan, A. Al-Ruz, J.A. Theodora, D. Al-Momani, I.	2009	International Journal of Teaching and Learning in Higher Education	‘I Know It’s so Good, but I Prefer Not to Use It’ An interpretive investigation of Jordanian preservice elementary teachers’ perspectives about learning biology through inquiry	Jordan	Qualitative	11	IBT	Affective	Elementary
102	Qablan, A.M DeBaz, T.	2015	Teacher Development	Facilitating elementary science teachers’ implementation of inquiry-based science teaching	Jordan	Qualitative	15	IBT	Procedural, Affective	Elementary
103	Rees, C. Pardo, R. Parker, J.	2013	Journal of Science Teacher Education	Steps to opening scientific inquiry: pre-service teachers’ practicum experiences with a new support framework	Canada	Qualitative	4	IBT	Procedural, Affective	Elementary
104	Richardson, G.M. Liang, L.L.	2008	Journal of Elementary Science Education	The use of inquiry in the development of preservice teacher efficacy in mathematics and science	USA	Quantitative	321	IBL	Affective	Elementary
105	Richardson, G.M. Liang, L.L. Wake, D.G.	2014	Applied Environmental Education and Communication	Examining the durability of environmental education self-efficacy beliefs in preservice teaching	USA	Mixed Methods	33	IBT	Affective	Elementary
106	Riegle‐Crumb, C. Morton, K. Moore, C. Chimonidou, A. Labrake, C. Kopp, S.	2015	Science Education	Do inquiring minds have positive attitudes? The science education of preservice elementary teachers	USA	Quantitative	501	IBL	Affective	Elementary
107	Rohaeti, E.; Prodjosantooso, A.K.; Irwanto	2020	Journal of Baltic Science Education	Research-oriented collaborative inquiry learning model: improving students’ scientific attitudes in general chemistry	Indonesia	Quantitative	64	IBL	Affective	Not specified
108	Salter, I.Y. Atkins, L.J.	2013	Science Education	What students say versus what they do regarding scientific inquiry	USA	Mixed Methods	74	IBL	Epistemic, Procedural	Elementary
109	Sanger, M. J.	2007	Journal of Chemical Education	The effects of inquiry-based instruction on elementary teaching majors’ chemistry content knowledge	USA	Qualitative	32	IBL	Conceptual	Elementary
110	Sanger, M. J.	2008	Journal of Chemical Education	How does inquiry-based instruction affect teaching majors’ views about teaching and learning science?	USA	Qualitative	40	IBL	Affective	Elementary
111	Saribas, D.	2015	Anthropologist	Pre-service elementary teachers’ preferences and competencies in relation to inquiry-based instruction and high quality questions	Turkey	Qualitative	63	IBT	Procedural, Affective	Elementary
112	Schmidt, M. Fulton, L.	2017	Journal of Computers in Mathematics & Science Teaching	Lessons learned from creation of an exemplary STEM unit for elementary pre-service teachers: a case study	USA	Qualitative	35	IBL	Conceptual, Affective, Other	Elementary
113	Schwarz, C.V. Gwekwerere, Y.N.	2007	Science Education	Using a guided inquiry and modelling instructional framework (EIMA) to support preservice K‐8 science teaching	USA	Qualitative	24	IBT	Procedural, Pedagogical	Elementary and middle
114	Sen, C. Vekli, G.S.	2016	Universal Journal of Educational Research	The impact of inquiry based instruction on science process skills and self-efficacy perceptions of pre-service science teachers at a university level biology laboratory	Turkey	Mixed Methods	24	IBL	Procedural, Affective	Primary
115	Seung, E. Park, S. Jung, J.	2014	Research in Science Education	Exploring preservice elementary teachers’ understanding of the essential features of inquiry-based science teaching using evidence-based reflection	USA	Qualitative	7	IBT	Procedural	Elementary
116	Shively, C.T. Yerrick, R.	2014	Research in Learning Technology	A case for examining pre-service teacher preparation for inquiry teaching science with technology	USA	Qualitative	12	IBT	Procedural, Other	Not specified
117	Smolleck, L.A. Yoder, E.P.	2008	School Science & Mathematics	Further development and validation of the teaching science as inquiry (TSI) instrument	USA	Quantitative	116	IBT	Affective	Elementary
118	Soprano, K. Yang, L.	2013	International Journal of Science & Mathematics Education	Inquiring into my science teaching through action research – a case study on one pre-service teacher’s inquiry-based science teaching and self-efficacy	USA	Qualitative	21	IBT	Affective	Elementary
119	Soulios, I. Psillos, D.	2016	International Journal of Science Education	Enhancing student teachers’ epistemological beliefs about models and conceptual understanding through a model-based inquiry process	Greece	Qualitative	16	IBL	Epistemic, Conceptual	Primary
120	Syer, C. A. Chichekian, T. Shore, B. M. Aulls, M. W.	2013	Instructional Science	Learning ‘to do’ and learning ‘about’ inquiry at the same time: different outcomes in valuing the importance of various intellectual tasks in planning, enacting, and evaluating an inquiry curriculum	Canada	Quantitative	166	IBT	Procedural	Elementary
121	Tatar, N.	2012	Journal of Baltic Science Education	Inquiry-based science laboratories: an analysis of preservice teachers’ beliefs about learning science through inquiry and their performances	Turkey	Qualitative	2	IBL	Procedural, Affective	Primary
122	Tessier, J.	2010	Journal of College Science Teaching	An inquiry-based biology laboratory improves preservice elementary teachers’ attitudes about science	USA	Quantitative	109	IBL	Affective	Elementary
123	Thompson, S. Lotter, C. Fann, X. Taylor, L.	2016	Journal of Science Teacher Education	Enhancing elementary pre-service teachers’ plant processes conceptions	USA	Mixed Methods	243	IBL	Conceptual	Elementary
124	Ucar, S. Trundle, K.C.	2011	Computers & Education	Conducting guided inquiry in science classes using authentic, archived, web-based data	Turkey and USA	Mixed Methods	96	IBL	Conceptual	Elementary
125	Ucar, S. Trundle, K.C. Krissek, L.	2011	Research in Science Education	Inquiry-based instruction with archived, online data: an intervention study with preservice teachers	Turkey and USA	Mixed Methods	79	IBL	Conceptual	Elementary
126	Valente, B. Maurício, P. Faria, C.	2022	Science & Education	The influence of real-context scientific activities on preservice elementary teachers’ thinking and practice of nature of science and scientific inquiry	Portugal	Qualitative	4	IBT	Epistemic, Pedagogical	Elementary
127	Valls-Bautista, C.; Solé-Llussá, A.; Casanoves, M.	2021	Higher Education, Skills and Work-Based Learning	Pre-service teachers’ acquistion of scientific knowledge and scientific skills through inquiry-based laboratory activity	Spain	Mixed Methods	82	IBL	Procedural, Conceptual, Affective	Not specified
128	Varma, T.	2011	Global Education Journal	Elementary pre-service teachers’ personal science pedagogy concept development and confidence to teach science	USA	Qualitative	40	IBT	Procedural, Affective	Elementary
129	Varma, T. Volkmann, M. Hanuscin, D.	2009	Journal of Elementary Science Education	Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: influence of an elementary science education methods course and a science field experience	USA	Qualitative	40	IBT	Procedural	Elementary
130	Verawati, N.; Hikmawati, H; Prayogi, S.	2020	International Journal of Emergiing Technology in Learning	The effectiveness of inquiry learning models intervened by reflective processes to promote critical thinking ability in terms of cognitive style	Indonesia	Quantitative	24	IBL	Other	Not specified
131	Wang, H.H. Wilson, K. VanRooy, W. Lin, H.S.	2022	Research in Science Education	Pre-service primary teachers’ competencies in asking and conducting researchable science questions using fair testing	Australia	Quantitative	38	IBL	Epistemic, Procedural, Affective	Primary
132	Wang, J.	2020	International Journal of Science and Mathematics Education	Compare inquiry-based pedagogical instruction with direct instruction for pre-service science teacher education	USA	Mixed Methods	131	IBT	Conceptual, Pedagogical, Affective	Not specified
133	Wang, J. Sneed, S.	2019	Journal of Science Teacher Education	Exploring the design of scaffolding pedagogical instruction for elementary preservice teacher education	USA	Quantitative	85	IBT	Procedural, Affective	Elementary
134	Weld, J. Funk, L.	2005	Journal of Science Teacher Education	‘I’m Not the Science Type’: effect of an inquiry biology content course on preservice elementary teachers’ intentions about teaching science	USA	Mixed Methods	61	IBL	Procedural, Conceptual, Affective	Elementary
135	Yakar, Z. Baykara, H.	2014	EURASIA Journal of Mathematics, Science & Technology Education	Inquiry-based laboratory practices in a science teacher training program	Turkey	Quantitative	36	IBL	Procedural, Affective, Other	Not specified
136	Yerrick, R.K. Ambrose, R. Schiller, J.	2008	Electronic Journal of Science Education	Ascribing legitimacy: pre-service teachers construction of science teaching expertise in multiple communities	USA	Qualitative	12	IBT	Pedagogical	Elementary
137	Yoon, H.-G. Joung, Y.J. Kim, M.	2012	Research in Science Education	The challenges of science inquiry teaching for pre-service teachers in elementary classrooms: difficulties on and under the scene	South Korea	Qualitative	16	IBT	Pedagogical	Elementary
138	Yoon, H.-G. Kim, M. Kim, B.S. Joung, Y.J. Park, Y.-S.	2013	EURASIA Journal of Mathematics, Science & Technology Education	Pre-service teachers’ views of inquiry teaching and their responses to teacher educators’ feedback on teaching practice	South Korea	Qualitative	15	IBT	Procedural, Pedagogical	Elementary
139	Zhou, G. Xu, J.	2017	International Journal of Education in Mathematics, Science and Technology	Microteaching lesson study: an approach to prepare teacher candidates to teach science through inquiry	Canada	Qualitative	73	IBT	Procedural, Pedagogical	Not specified
140	Zulfiani, Z. Herlanti, Y.	2018	Journal of Turkish Science Education	Scientific inquiry perception and ability of pre-service teachers	Indonesia	Mixed Methods	90	IBT	Procedural	Not specified
141	Önder, F. Senyigit, C. Silay, I.	2018	European Journal of Physics	Effect of an inquiry-based learning method on students’ misconceptions about charging of conducting and insulating bodies	Turkey	Mixed Methods	19	IBL	Conceptual	Not specified
142	Özer, F.; Saribas, D.	2022	Science & Education	Exploring pre-service science teachers’ understanding of scientific inquiry and scientific practices through a laboratory course	Turkey	Mixed Methods	39	IBT	Epistemic	Secondary

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