The aim of the study is to evaluate with a holistic view the inquiry-based learning strategy on science education in the 'Web of Science' (WOS) database. The studies addressed for this purpose were analyzed with content analysis for case evaluation in terms of year, method type, sample size, dependent/independent variables, participant characteristics on the basis of countries, methods and techniques used in conjunction with the so-called strategy, and course/topic/unit. A total of 112 articles were included in the research. When we look at findings obtained from the study; although it has been found that quantitative methods are generally used, it can be said that the number of qualitative and mixed weighted studies is increasing. However, it took our attention that more research has been done on primary and secondary education students. In these articles, where the inquiry-based learning strategy is studied, it is seen that the rate of using guided research and laboratory based researches is generally higher. If the course/topic/unit is examined, the most common laboratory practices are carried out. However, meta-analysis, historical analysis and review can be done. In the light of these results, it is thought that the study will benefit researchers interested in the subject.
Key words: Science education, inquiry-based learning, web of science
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