Literature Review on Inquiry-Based Learning in Science Education

Today, what is expected from education is raising individuals who learn how to learn. In this situation, traditional learning approaches and traditional methods could not supply this demand because in traditional education, the teacher who is in the active position uploads lots of information which students are not curious about or interested in. The students in this situation acquire the information without questioning and internalizing it, and thus cannot learn how to learn because of the passive position they are in. Therefore, new approaches to curriculum programming enable students to learn how to learn, to acquire high level thinking skills and positive attitudes towards the lesson. In this study, it is aimed to review literature related to inquiry-based learning. In order to reach this aim, this topic will be reviewed under twelve main headings within the current study. These are definition of inquiry, inquiry-based learning, types of inquiry-based learning, models that are used in the process of inquiry-based learning, methods and techniques used in inquiry-based learning, evaluation in inquiry-based learning, the importance of inquiry-based learning in science education, different roles of teachers in inquiry-based learning, different roles of students in inquiry-based learning, inquiry-based learning environments and its characteristics, misconceptions concerning inquiry-based learning and challenges encountered in inquiry based learning. Moreover, some sub-headings will follow the main headings