Inquiry-based mobile learning in secondary school science education: A systematic review

Recent years have seen a growing call for inquiry-based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology-supported inquiry-based learning (mIBL) in secondary science education. More evidence-based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.

Automated summary

In recent years, there has been a growing emphasis on inquiry-based learning in science education, with mobile technologies seen as valuable tools to support this approach. However, there is still a lack of understanding of mobile technology-supported inquiry-based learning in secondary science education. More evidence-based and nuanced insights are needed to explore how using mobile technologies can enhance student engagement with various levels of inquiry and improve their science learning.