Scoping review of teaching methods for inquiry-based learning in Japanese elementary schools: focusing on the “period for integrated studies”

This study highlights research trends and teaching methods in inquiry-based learning in Japan's elementary school curriculum of the "period for integrated studies" by conducting a scoping review of existing literature. Thirty papers that focused on teaching methods for inquiry-based learning were reviewed, and five subthemes were identified: (i) formulation of questions, (ii) enhancement of hands-on activities, (iii) expression, (iv) reflection, and (v) discussion. These methods focus on interactions among children and identify issues and concerns related to their daily lives. Based on these considerations, they also emphasize enhanced experiences, particularly children's hands-on activities. These methods enhance the process of inquiry, with children reflecting on their learning and thinking and engaging in discussion. Inquiry-based learning with the characteristics of child-centred education can be observed in prior research on integrated studies, with the results focusing on question formulation and discussion. Such trends in Japan may provide case studies that contribute to international discussions on inquiry-based learning.