ERIC Number: EJ1454934
Record Type: Journal
Publication Date: 2025
Pages: 19
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0300-4279
EISSN: EISSN-1475-7575
Inquiry-Based Science Teaching in Peru: A Systematic Literature Review (2016-2022)
Education 3-13, v53 n1 p32-50 2025
Inquiry-based teaching is the most widespread approach in science education worldwide. However, in Peru, this model became better known since the latest curriculum reform in 2016, which proposed implementing that teaching approach at all levels of schooling. Since then, no literature review has been conducted on the status quo of implementing inquiry-based science teaching. Therefore, the present study contributes to bridging the gap. This study aims to review and analyse the main characteristics and findings of earlier studies in Peru from 2016 to 2022. The methodology used in this systematic review was informed by the PRISMA statement. Thus, of a sample of 629 studies, sixteen were selected for the integrative analysis. The results were presented considering the main characteristics of papers and their main findings. Each category was discussed in light of the reviewed papers' findings, and the discussion and conclusions suggest recommendations for future research in Peruvian settings.
Descriptors: Inquiry, Active Learning, Science Instruction, Teaching Methods, Research Reports, Foreign Countries, Elementary Secondary Education, Higher Education
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Peru
Grant or Contract Numbers: N/A