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LITERATURE REVIEW
A Systematic Review Describing Contextual Teaching Challenges Associated With Inquiry-Based Practical Work in Natural Sciences Education
1
Department of Science, Mathematics and Technology Education, Faculty of Education, Groenkloof Campus, University of Pretoria, Private Bag X20, Hatfield 0028, SOUTH AFRICA
Publication date: 2021-11-18
EURASIA J. Math., Sci Tech. Ed 2021;17(12):em2044
KEYWORDS
contextual teaching challengesmulti-perspective descriptioninquiry-based practicalworksystematic reviewschool and post-school natural sciences education
ABSTRACT
There are many challenges associated with Inquiry-Based Practical Work (IBPW), scattered in the
school and post-school natural sciences education research literature. The goal of the systematic
review presented in this paper, was to gather the contextual teaching challenges in the said
literature, and then to create a detailed multi-perspective description of these challenges. The
result shows that, the challenges occur mostly in the northern hemisphere, the highest proportion
is in the Upper- and Post-secondary education levels, and more than half of the challenges are in
integrated natural sciences education settings. In addition, the challenges are deeply divided
between the school- and system-levels of the education framework, with the emergence of seven
categories that have not been reported before. While significantly increasing knowledge, the
results can be used when supporting teachers implementing IBPW. This is in addition to informing
future research, around teacher support and the further unravelling of the challenges.
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