The trend in inquiry-based learning (IBL) research from many perspectives: A systematic review

Inquiry-based learning (IBL) is one of the teaching approaches that has been suggested by the Kementerian Pelajaran Malaysia (KPM). Although IBL has been in existence for many years, the effect of this approach in terms of teacher’s verbal interaction during teaching has not been considered to any g...

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Bibliographic Details
Main Authors: Anuar, Nor Syuhada Binti Saiful, Sani, Siti Shamsiah Binti, Ahmad, Che Nidzam Binti Che, Damanhuri, Muhd Ibrahim Bin Muhammad, Borhan, Mohamad Termizi Bin
Format: Conference Proceeding
Language:English
Subjects:
Inquiry method
Learning
Systematic review
Teachers
Teaching
Trustworthiness
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Summary:Inquiry-based learning (IBL) is one of the teaching approaches that has been suggested by the Kementerian Pelajaran Malaysia (KPM). Although IBL has been in existence for many years, the effect of this approach in terms of teacher’s verbal interaction during teaching has not been considered to any great extent. For this reason, a systematic review was conducted to observe the pattern of the existing IBL research. This systematic review of quantitative and qualitative studies published between 2006 and 2016 was undertaken by using the following databases: Taylor & Francis Online (2012-2015), Wiley Online Library (2012-2015), ScienceDirect, SpringerLink, SAGE Journals, and EBSCOHOST. Research articles from trustworthy websites were also used. The main keywords used were teacher verbal interaction, inquiry-based learning (IBL), secondary school science and classroom interaction. Eleven studies were included in this review but only two out of the eleven selected papers discussed teacher verbal interaction. Hence, more research needs to be conducted in order to observe the effect of IBL towards teacher’s verbal interaction during learning sessions.
ISSN:0094-243X
1551-7616
DOI:10.1063/1.4983916