Assessing Scientific Inquiry: A Systematic Literature Review of Tasks, Tools and Techniques

Abstract

AbstractWhile national curricula in science education highlight the importance of inquiry-based learning, assessing students’ capabilities in scientific inquiry remains a subject of debate. Our study explored the construction, developmental trends and validation techniques in relation to assessing scientific inquiry using a systematic literature review from 2000 to 2024. We used PRISMA guidelines in combination with bibliometric and Epistemic Network Analyses. Sixty-three studies were selected, across all education sectors and with a majority of studies in secondary education. Results showed that assessing scientific inquiry has been considered around the world, with a growing number (37.0%) involving global researcher networks focusing on novel modelling approaches and simulation performance in digital-based environments. Although there was modest variation between the frameworks, studies were mainly concerned with cognitive processes and psychological characteristics and were reified from wider ethical, affective, intersectional and socio-cultural considerations. Four core categories (formulating questions/hypotheses, designing experiments, analysing data, and drawing conclusions) were most often used with nine specific components (formulate questions formulate prediction/hypotheses, set experiment, vary independent variable, measure dependent variable, control confounding variables, describe data, interpret data, reach reasonable conclusion). There was evidence of transitioning from traditional to online modes, facilitated by interactive simulations, but the independent tests and performance assessments, in both multiple-choice and open-ended formats remained the most frequently used approach with a greater emphasis on context than heretofore. The findings will be especially useful for science teachers, researchers and policy decision makers with an active interest in assessing capabilities in scientific inquiry.