The effect of inquiry-based learning compared with traditional instruction on the learning outcomes of pre-service biology teachers: a systematic review

Abstract

The objective of the systematic review was to compare the impact of inquiry-based learning (IBL) compared with traditional teaching on learning outcomes for pre-service biology teachers (PBTs). Previous research within science education has demonstrated that learners have a much stronger understanding and investigative abilities as a result of being actively engaged in authentic scientific practices, such as developing hypotheses, designing experiments, interpreting data, and using evidence-based reasoning, instead of passively receiving information. In developing PBTs, it is critical that these individuals develop IBL not only as a process of learning for themselves but also as an approach in their future classrooms as educators. In addition to this increasing body of empirical literature, there has been no systematic synthesis examining the differences between IBL and traditional teaching specifically related to this population with respect to the types of outcomes and formats for inquiry used. Using PRISMA guidelines, the systematic review was registered on the Open Science Framework prior to commencing data collection and included searches conducted across Scopus, Web of Science, ScienceDirect, Google Scholar, and ERIC between 2020 and 2026, supplemented by hand-searching of two high-impact journals (Teaching and Teacher Education; International Journal of Science Education), which yielded the identification of 17 eligible empirical studies for inclusion in the review. Methodological quality was appraised using the Mixed Methods Appraisal Tool (MMAT), and inter-rater reliability indicated almost perfect agreement (Cohen's κ = 0.852; 91.6% overall agreement). Overall, the included studies reported that IBL was associated with positive learning outcomes across several domains, including scientific process skills, research competence, conceptual understanding, environmental literacy, and self-efficacy for teaching. Direct comparative evidence from studies with active comparator or control groups suggested that IBL may offer advantages over traditional, confirmatory, or lecture-based instruction particularly for scientific process skills, research-related competencies, critical analysis skills, creativity, active participation, and academic achievement. In addition, guided inquiry tended to provide more consistent improvements in foundational level competencies while open inquiry provided stronger evidence of autonomous reasoning and higher-order skills when the conditions under which they are implemented were appropriate. In conclusion, inquiry-based instruction appeared to support a more comprehensive range of learning outcomes compared with traditional instruction, however, there were still challenges with the implementation of either format. Moreover, there was a notable difference between being an IBL learner versus being prepared to be an IBL teacher, which suggests that teacher education curriculum must specifically include explicit preparation in IBL pedagogy. https://osf.io/j2pmd/overview?view_only=023f5b4e8e344a52ba95ea6d9f794810 , identifier: 6ys83.