Towards a Typology of Inquiry-Based Learning Syntax in Science Education: A Systematic Literature Review (2016–2025)
), Diana Rochintaniawati(3), Taufik Rahman(4), Jefelson M. Paltep(5)
| 
Country:
(1) Department of Science Education, Universitas Pendidikan Indonesia, Indonesia
(2) Department of Science Education, Universitas Pendidikan Indonesia, Indonesia
(3) Department of Science Education, Universitas Pendidikan Indonesia, Indonesia
(4) Department of Science Education, Universitas Pendidikan Indonesia, Indonesia
(5) Department of Science Education, Central Luzon State University, Philippines
Corresponding Author
This study reviewed 41 articles published between 2016 and 2025 that addressed the implementation of Inquiry-Based Learning (IBL) in science education. While several previous studies have discussed inquiry learning models and their relevance to various science disciplines, few have systematically examined the variation of IBL syntax across models and how its implementation aligns with educational contexts and developmental levels. The purpose of this study is to map and analyze the use of IBL syntax across models, learning environments, educational levels, and technology integration, thereby providing a clearer framework for teachers and curriculum developers. This study employed a systematic literature review method. Article characteristics were described based on year of publication, publication type, research method, country of origin, educational level, and scientific content. The analysis revealed that IBL syntax varies depending on context, learning model, educational level, and technology use. In elementary school settings, inquiry activities generally focus on initial engagement, observation, and simple exploration. At the secondary school level, IBL emphasizes more complex investigative skills, data analysis, and interpretation. In secondary and higher education, syntax often encompasses elaboration, evaluation, reflection, collaboration, and technology-supported activities such as virtual laboratories, simulations, or project-based investigations. Based on these findings, a practical typology of IBL syntax is proposed that organizes instructional steps by frequency of use, learning objectives, and alignment with students' developmental stages. This typology can serve as a methodological framework to guide teachers and curriculum developers in adapting IBL models to classroom contexts and student characteristics. This study provides theoretical insights and practical guidance for designing structured and context-sensitive inquiry activities. Future research is recommended to explore underutilized syntax, validate the proposed typology in classroom settings, and examine strategies to support teacher readiness and resource availability, thereby encouraging a more systematic and context-appropriate implementation of inquiry-based learning in science education.
Keywords: systematic literature review, science education, learning syntax, and inquiry-based learning.
Abaniel, A. (2021). Enhanced conceptual understanding, 21st century skills and learning attitudes through an open inquiry learning model in physics. Journal of Technology and Science Education, 11(1), 30–43. https://doi.org/10.3926/jotse.1004
Adeyele, V. O. (2023). Inquiry-based science approach in kindergarten: A systematic review. Al-Mudarris: Journal of Education, 6(2), 160–179. https://doi.org/10.32478/al-mudarris.v6i2.1853
Aidoo, B., Anthony-Krueger, C., Gyampoh, A. O., Tsyawo, J., & Quansah, F. (2022). A mixed-method approach to investigate the effect of flipped inquiry-based learning on chemistry students’ learning. European Journal of Science and Mathematics Education, 10(4), 507–518. https://doi.org/10.30935/scimath/12339
Aktamiş, H., Hiğde, E., & Özden, B. (2016). Effects of the inquiry-based learning method on students’ achievement, science process skills and attitudes towards science: A meta-analysis. Journal of Turkish Science Education, 13(4), 248–261. https://doi.org/10.12973/tused.10183a
Alarcón, D. A. U., Valls, C., & Borrull, A. (2023). Science and inquiry-based teaching and learning: A systematic review. Frontiers in Education, 8, 1170487. https://doi.org/10.3389/feduc.2023.1170487
Alqawasmi, A., Alsalhi, N. R., & Al Qatawneh, S. S. (2024). The influence of utilizing inquiry-based learning strategy on science accomplishment of primary students’ stage. International Journal of Interactive Mobile Technologies, 18(5), 62–76. https://doi.org/10.3991/ijim.v18i05.47011
Areghegagn, E., Lykknes, A., Febri, M. I. M., & Ayene, M. (2022). The transformative effects of guided inquiry-based learning on scientific knowledge of vision. African Journal of Research in Mathematics, Science and Technology Education, 26(3), 205–217. https://doi.org/10.1080/18117295.2022.2135294
Arifin, Z., Saputro, S., & Kamari, A. (2025). The effect of inquiry-based learning on students’ critical thinking skills in science education: A systematic review and meta-analysis. Eurasia Journal of Mathematics, Science and Technology Education, 21(3), em2592.
Arksey, H., & O’Malley, L. (2005). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. https://doi.org/10.1080/1364557032000119616
Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2), 26–29
Berie, Z., Damite, D., & Bogale, Y. N. (2022). Inquiry-based learning in science education: A content analysis of research papers in Ethiopia (2010–2021). Education Research International, 2022, Article 6329643. https://doi.org/10.1155/2022/6329643
Borrull, A., & Valls, C. (2021). Inquiry laboratory activity: Investigating the effects of mobile phone on yeast viability. Journal of Turkish Science Education, 18(2), 176–191. https://doi.org/10.36681/tused.2021.59
Bybee, R. W., Taylor, J. A., Gardner, A., Van Scotter, P., Powell, J. C., Westbrook, A., & Landes, N. (2006). The BSCS 5E instructional model: Origins and effectiveness. BSCS
Cairns, D. (2019). Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment. International Journal of Science Education, 41(15), 2113–2135. https://doi.org/10.1080/09500693.2019.1660927
Creswell, J. W., & Plano Clark, V. L. (2018). Designing and conducting mixed methods research (3rd ed.). SAGE Publications.
Dostál, J. (2015). Inquiry-based instruction: Concept, essence, importance and contribution. Univerzita Palackého v Olomouci. https://doi.org/10.5507/pdf.15.24445076
Duran, M., & Dökme, İ. (2016). The effect of the inquiry-based learning approach on students’ critical-thinking skills. Eurasia Journal of Mathematics, Science and Technology Education, 12(12), 2887–2908. https://doi.org/10.12973/eurasia.2016.02311a
Efendi, E. (2025). Systematic literature review: The effect of inquiry learning model on science learning outcomes of junior high school students. Tsaqofah: Jurnal Penelitian Guru Indonesia. https://doi.org/10.58578/tsaqofah.v5i1.4633
Fiska, F. (2021). Pengaruh Model Pembelajaran Inkuiri Terhadap Hasil Belajar IPA Siswa Kelas Lima Madrasah Ibtidaiyah Hayatul Islamiyah Depok (Doctoral dissertation, Fakultas Agama Islam Universitas Muhammadiyah Jakarta).
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
Gerhátová, Ž., Perichta, P., Drienovský, M., & Palcut, M. (2021). Temperature measurement Inquiry-based learning activities for third graders. Education Sciences, 11(9), Article 506. https://doi.org/10.3390/educsci11090506
Grant, M. J., & Booth, A. (2009). A typology of reviews: An analysis of 14 review types and associated methodologies. Health Information & Libraries Journal, 26(2), 91–108. https://doi.org/10.1111/j.1471-1842.2009.00848.x
Haatainen, O., & Aksela, M. (2021). Project-based learning in integrated science education: Active teachers’ perceptions and practices. LUMAT: International Journal on Math, Science and Technology Education, 9(1), 149–173. https://doi.org/10.31129/lumat.9.1.1392
Hairida. (2016). The effectiveness of using inquiry-based natural science module with authentic assessment to improve the critical thinking and inquiry skills of junior high school students. Jurnal Pendidikan IPA Indonesia, 5(2), 209–215.
He, W., Zhao, L., Liu, X., Tai, K.-H., & Hong, J.-C. (2021). Exploring the effects on fifth graders’ concept achievement and scientific epistemological beliefs: Applying the prediction–observation–explanation inquiry-based learning model in science education. Journal of Baltic Science Education, 20(4), 664–678. https://doi.org/10.33225/jbse/21.20.664
Hendratmoko, A. F., Madlazim, M., Widodo, W., & Sanjaya, I. G. M. (2023). The impact of inquiry-based online learning with virtual laboratories on students’ scientific argumentation skills. Turkish Online Journal of Distance Education, 24(4), 1–20. https://doi.org/10.17718/tojde.1129263
Hinostroza, J. E., Armstrong-Gallegos, S., & Villafañe, M. (2024). Roles of digital technologies in the implementation of inquiry-based learning (IBL): A systematic literature review. Social Sciences & Humanities Open, 9, 100874.
Hong, Q. N., Pluye, P., Fàbregues, S., Bartlett, G., Boardman, F., Cargo, M., Dagenais, P., Gagnon, M.-P., Griffiths, F., Nicolau, B., O’Cathain, A., Rousseau, M.-C., & Vedel, I. (2018). Mixed Methods Appraisal Tool (MMAT), version 2018. Education for Information, 34(4), 285–291. https://doi.org/10.3233/EFI-180221
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224
Khasawneh, Y. J. A., & Khasawneh, M. A. S. (2024). Enhancing cognitive skill development in science education through technology-enhanced inquiry-based learning. Eurasian Journal of Educational Research, 112, 269–280. https://doi.org/10.14689/ejer.2024.112.15
Kousloglou, M., Petridou, E., Molohidis, A., & Hatzikraniotis, E. (2023). Assessing students’ awareness of 4Cs skills after mobile-technology-supported inquiry-based learning. Sustainability, 15(8), 6725. https://doi.org/10.3390/su15086725
Laksana, D. N. L., Dasna, I. W., & Degeng, I. N. S. (2019). The effects of inquiry-based learning and learning styles on primary school students’ conceptual understanding in multimedia learning environment. Journal of Baltic Science Education, 18(1), 51–62. https://doi.org/10.33225/jbse/19.18.51
Lameras, P., Arnab, S., de Freitas, S., Petridis, P., & Dunwell, I. (2021). Science teachers’ experiences of inquiry-based learning through a serious game: A phenomenographic perspective. Smart Learning Environments, 8, Article 7. https://doi.org/10.1186/s40561-021-00152
Lämsä, J., Hämäläinen, R., Koskinen, P., & Viiri, J. (2018). Visualizing the temporal aspects of collaborative inquiry-based learning processes in technology-enhanced physics learning. International Journal of Science Education, 40(14), 1697–1717. https://doi.org/10.1080/09500693.2018.1506594
Langbeheim, E., Perl, D., & Yerushalmi, E. (2020). Science teachers’ attitudes towards computational modeling in the context of an inquiry-based learning module. Journal of Science Education and Technology, 29, 785–796. https://doi.org/10.1007/s10956-020-09855-3
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of Educational Research, 86(3), 681–718.
Lau, W. W. F., Lui, V., & Chu, S. K. W. (2017). The use of wikis in a science inquiry-based project in a primary school. Educational Technology Research and Development, 65(3), 533–553. https://doi.org/10.1007/s11423-016-9479-9
Lotter, L., & Ramnarain, U. (2025). An exploratory study on the use of a flipped classroom model for supporting inquiry-based learning in natural sciences classrooms. African Journal of Research in Mathematics, Science and Technology Education, 29(1), 99–112. https://doi.org/10.1080/18117295.2024.2428554
Manishimwe, H., Shivoga, W. A., & Nsengimana, V. (2022). Effect of inquiry-based learning on students’ attitude towards learning biology at upper secondary schools in Rwanda. Journal of Baltic Science Education, 21(5), 862–876. https://doi.org/10.33225/jbse/22.21.862
Meulenbroeks, R., van Rijn, R., & Reijerkerk, M. (2024). Fostering secondary school science students’ intrinsic motivation by inquiry-based learning. Research in Science Education, 54, 339–358. https://doi.org/10.1007/s11165-023-10139-0
Natale, C. C., Mello, P. S., Trivelato, S. L. F., Janvier, P. M., & Almeida, D. M. (2021). Evidence of scientific literacy through hybrid and online biology inquiry-based learning activities. Higher Learning Research Communications, 11(0), 33–49. https://doi.org/10.18870/hlrc.v11i0.1199
National Research Council. (2000). Inquiry and the National Science Education Standards. National Academies Press.
Olschewski, P., Herzmann, P., & Schlüter, K. (2023). Group work during inquiry-based learning in biology teacher education: A praxeological perspective on the task of collaborative protocol generation. Education Sciences, 13, 401. https://doi.org/10.3390/educsci13040401
Ong, E. T., Luo, X., Yuan, J., & Yingprayoon, J. (2020). The effectiveness of a professional development program on the use of STEM-based 5E inquiry learning model for science teachers in China. Science Education International, 31(2), 179–184. https://doi.org/10.33828/sei.v31.i2.7
OECD. (2019). Education at a glance 2019: OECD indicators. OECD Publishing. https://doi.org/10.1787/f8d7880d-en
Orosz, G., Németh, V., Kovács, L., Somogyi, Z., & Korom, E. (2023). Guided inquiry-based learning in secondary school chemistry classes: A case study. Chemistry Education Research and Practice, 24, 50–70. https://doi.org/10.1039/d2rp00110a
Ouahi, T., Ben, M., Zghida, N., Omari, S., Belhadj, K., & Chakir, E. M. (2024). Effects of the combination of real and virtual labs based on the 5E learning cycle model on electrical student learning outcomes. Jurnal Pendidikan IPA Indonesia, 13(2), 274–284. https://doi.org/10.15294/jpii.v13i2.402
Page, M. J., McKenzie, J. E., Bossuyt, P. M., Boutron, I., Hoffmann, T. C., Mulrow, C. D., Shamseer, L., Tetzlaff, J. M., Akl, E. A., Brennan, S. E., Chou, R., Glanville, J., Grimshaw, J. M., Hróbjartsson, A., Lalu, M. M., Li, T., Loder, E. W., Mayo-Wilson, E., McDonald, S., … Moher, D. (2021). The PRISMA 2020 statement: An updated guideline for reporting systematic reviews. BMJ, 372, n71. https://doi.org/10.1136/bmj.n71
Panjaitan, M. B., & Siagian, A. (2020). The effectiveness of inquiry-based learning model to improve science process skills and scientific creativity of junior high school students. Journal of Education and E-Learning Research, 7(4), 380–386. https://doi.org/10.20448/journal.509.2020.74.380.386
Popay, J., Rogers, A., & Williams, G. (1998). Rationale and standards for the systematic review of qualitative literature in health services research. Qualitative Health Research, 8, 341–351.
Pradani, N., Munzil, & Muchson, M. (2020). Development of guided inquiry-based learning materials enriched with augmented reality in electrolysis cell material. International Journal of Interactive Mobile Technologies, 14(12). https://doi.org/10.3991/ijim.v14i12.15597
Premthaisong, S., & Srisawasdi, N. (2024). An effect of technology-infused active inquiry learning in primary school science on students’ conceptions of learning science. EURASIA Journal of Mathematics, Science and Technology Education, 20(6), em2463. https://doi.org/10.29333/ejmste/14662
Pursitasari, I. D., Suhardi, E., Putra, A. P., & Rachman, I. (2020). Enhancement of students’ critical thinking skill through science context-based inquiry learning. Jurnal Pendidikan IPA Indonesia, 9(1), 97–105. https://doi.org/10.15294/jpii.v9i1.21884
Relisma, R. (2022). Pengaruh model pembelajaran inkuiri terhadap hasil belajar kognitif IPA siswa kelas V. ORBITA: Jurnal Pendidikan dan Ilmu Fisika, 8(2), 212–218.
Roberts, D. A., & Bybee, R. W. (2014). Scientific literacy, science literacy, and science education. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Vol. 2, pp. 559–572). Routledge.
Rodríguez, G., Pérez, N., Núñez, G., Baños, J.-E., & Carrió, M. (2019). Developing creativity and research skills through an open and interprofessional inquiry-based learning course. BMC Medical Education, 19, 134. https://doi.org/10.1186/s12909-019-1563-5
Rodriguez, L. V., van der Veen, J. T., Anjewierden, A., van den Berg, E., & de Jong, T. (2020). Designing inquiry-based learning environments for quantum physics education in secondary schools. Physics Education, 55, 065026. https://doi.org/10.1088/1361-6552/aba6ae
Rusdiyana, R., Indriyanti, D. R., Hartono, H., & Isnaeni, W. (2024). The application of online science-based inquiry learning in primary schools. Journal of Turkish Science Education, 21(2), 293–303. https://doi.org/10.36681/tused.2024.016
Sapriati, A., Rahayu, U., Sausan, I., Sekarwinahyu, M., & Anam, R. S. (2024). The impact of inquiry-based learning on students’ critical thinking in biology education programs within open and distance learning systems. Jurnal Pendidikan IPA Indonesia, 13(3), 367–376. https://doi.org/10.15294/jpii.v13i3
Slim, T., van Schaik, J. E., Dobber, M., Hotze, A. C. G., & Raijmakers, M. E. J. (2022). Struggling or succeeding in science and technology education: Elementary school students’ individual differences during inquiry- and design-based learning. Frontiers in Education, 7, 842537. https://doi.org/10.3389/feduc.2022.842537
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2023). Inquiry-based science education in science teacher education: A systematic review. Studies in Science Education, 1–59. https://doi.org/10.1080/03057267.2023.2207148
Streich, I., & Mayer, J. (2020). Effects and prerequisites of self-generation in inquiry-based learning. Education Sciences, 10, 277. https://doi.org/10.3390/educsci10100277
Tan, R. M., Yangco, R. T., & Que, E. N. (2020). Students’ conceptual understanding and science process skills in an inquiry-based flipped classroom environment. Malaysian Journal of Learning and Instruction, 17(1), 159–184. https://doi.org/10.32890/mjli2020.17.1.7
Van Schijndel, T. J. P., Jansen, B. R. J., & Raijmakers, M. E. J. (2018). Do individual differences in children’s curiosity relate to their inquiry-based learning? International Journal of Science Education, 40(9), 996–1015. https://doi.org/10.1080/09500693.2018.1460772
Vo, D. V., & Simmie, G. M. (2025). Assessing scientific inquiry: A systematic literature review of tasks, tools, and techniques. International Journal of Science and Mathematics Education, 23, 871–906. https://doi.org/10.1007/s10763-024-10498-8
Wang, X., & Guo, L. (2021). How to promote university students to innovative use of renewable energy? An inquiry-based learning course model. Sustainability, 13, 1418. https://doi.org/10.3390/su13031418
Wardani, P. R. R., Suryanti, & Sudibyo, E. (2024). Literature review study using Publish or Perish: Implementation of inquiry learning model on elementary school students’ science process skills. Pendas: Jurnal Ilmiah Pendidikan Dasar, 9(2), 85–96. https://doi.org/10.23969/jp.v9i2.8940
Wen, Y., Wu, L., He, S., Ng, N. H. E., Teo, B. C., Looi, C. K., & Cai, Y. (2023). Integrating augmented reality into inquiry-based learning approach in primary science classrooms. Educational Technology Research and Development, 71, 1631–1651. https://doi.org/10.1007/s11423-023-10235-y
Wong, K.-C., Ng, I. I., & Wang, E. H. (2025). Enhancing stereochemistry education through inquiry-based learning and concrete molecular models. Journal of Chemical Education, 102, 583–592. https://doi.org/10.1021/acs.jchemed.4c00829
Zhang, F., Brynildsrud, H., Papavlasopoulou, S., Sharma, K., & Giannakos, M. (2024). Where inquiry-based science learning meets gamification: A design case of Experiverse. Behaviour & Information Technology. https://doi.org/10.1080/0144929X.2024.2433058
Zudaire, I., Buil, R., Uriz, I., & Napal, M. (2022). Mars Explorers: A science inquiry-based learning project in preschool. International Journal of Early Childhood, 54, 297–320. https://doi.org/10.1007/s13158-021-00308-5
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.