Inquiry-based science education in science teacher education: a systematic review

Inquiry is central in science education and therefore also pre-service teacher (PST) education. In this systematic review of 142 empirical articles, we examine research on inquiry-based (IBSE) between 2000 2022. The aim to investigate how with what outcomes IBSE used PST included articles were categorised according whether the PSTs worked inquiry role learner or cognitive domains (epistemic, procedural, conceptual, social, pedagogical, affective). shows that for learn concepts processes teach through inquiry; however, few studies highlight transition these. terms domains, affective dominated, whereas fewer addressed epistemic social domains. Favourable understanding, teaching competence improved attitudes self-efficacy reported. Challenges noted, example implementing school placement after having learned about it campus-based courses. Finally, offer recommendations fruitful ways suggest areas future research.