Akademik Veri Yönetim Sistemi
Eğitim ve Yeni Yaklaşımlar Dergisi, cilt.8, sa.1, ss.1-13, 2025 (Hakemli Dergi)
The purpose of this systematic review is to investigate the studies focusing on inquirybased instruction (IBI) conducted in the context of Türkiye. The review reported 34 research articles, published from 2005 till 2024 in ERIC, Web of Science, ULAKBIM, and EBSCOHOST. The studies fitting into the following criteria were included in the present study: 1) contemporary research articles dating from 2005 to 2024 focusing on IBI, (2) studies conducted in the context of Türkiye, sampling Turkish population, (3) studies published in English and Turkish, (4) Peer-reviewed articles, (5) Articles which were based on empirical data. The results of the review showed that IBI related studies conducted in Türkiye have the following major focuses: achievement, attitudes, its effect on various skills, its implications for teacher education and perspectives of the students related to Inquiry-based method and traditional classrooms. The results of the review showed that the majority of the studies signalled the development of a range of skills such as researching, scientific processing and problem solving, developed more positive attitudes towards learning and improved their self-efficacy thanks to inquiry-based method. The studies indicated that IBI enhances students' scientific processing skills, fosters problem-solving abilities, and improves their research competencies. However, the studies in this context also signalled some difficulties to address such as lack of enough materials, guidance, training as well as time constraints. Therefore, there is a need to address these issues in learning environments and for research experimental studies illuminating under which conditions this method is working efficiently are needed.