Inquiry-Based Learning in Science Education: A Content Analysis of Research Papers in Ethiopia (2010–2021)

Abstract

The development of learning theories, present societal needs, and the positive empirical findings in the relevant literature support the thesis that inquiry-based learning (IBL) is promising for teaching and learning, which deserves further development. Few studies have been conducted on content analysis of IBL in science education at the international level. However, the overall trends of IBL in science education research trends in Ethiopia are not well known. Therefore, this study aimed to investigate the nature and status of inquiry-based learning research in Ethiopia by employing a quantitative method. A total of 23 studies, including 14 theses, eight articles, and one dissertation were analyzed in terms of the methodological approaches used and the subjects studied. The most frequently investigated IBL science areas were biology (43.5%) and chemistry (34.75%). Guided inquiry (69.6%) (5E model = 65.2% and 7E model = 4.4%) studies were the most frequently investigated inquiry types. Teaching (47.8%) and learning (43.5%) were the most frequently focused subject matters of the studies reviewed, while cognitive elements (58.6%) were the most frequently used research elements in IBL studies, and quantitative studies with predominantly quasi-experimental methods (60.9%) were widely employed. The findings of this study indicated that IBL was found to be a new research area in Ethiopia where it has been practiced in science education at the primary level. This study is considered useful to develop an understanding of the nature and status of IBL research in Ethiopia and provide information on what could be done about IBL in the future.

Development of Teaching Materials with Thunkable Applications to Support Blended Learning in Tennis

“…The interaction between teachers, learning resources and students can be more effective, one of which is with teaching materials in learning. The same thing was also expressed by (Berie et al, 2022) to achieve the specified curriculum targets the existence of teaching materials plays an important role as the easiest source of information for students to practice what is in the material in learning. Researchers also agree with the statement (Munna & Kalam, 2021) that the more choices of available learning resources will make the learning process better.…”

Validity of guided inquiry-based student worksheets in mechanical waves and thermodynamics

“…The use of the guided inquiry model is most prevalent in science education, which includes physics. This model can help to improve all aspects of student competence [20]. Previous research has also shown that applying guided inquiry model to learning materials can effectively develop skills related to the scholarly process [21].…”

Exploring Ethiopian Secondary School Science Teachers’ Conceptions about the Nature of Scientific Knowledge (NOSK)

“…This could be an important contribution to secondary school teachers' conceptions of NOSK. Additionally, this study could serve as pioneering research in Ethiopia, as NOSK has not been researched in a local context [20].…”

“…The naïve conceptions of Ethiopian science teachers may be a result of the representation of scientific knowledge reflected in curricular materials, as well as teaching and learning practices, as a concrete truth deriving directly from laboratory investigations, as well as the scant representation of the production of scientific knowledge through human endeavor in the sense of creative thinking and innovations that accompany the empirical basis of science. Furthermore, the nature of science in general is not taken as an issue in studies conducted in Ethiopia [20].…”