Inquiry-Based Science Teaching: Conceptual Understanding and Active Engagement

Abstract: Inquiry-Based Science Instruction (IBSI) has emerged as a transformative approach in science education, emphasizing student-centered learning through questioning, exploration, and problem-solving. This systematic review examines the impact of IBSI on student engagement and conceptual understanding, synthesizing findings from peer-reviewed studies published between 2010 and 2024. The results indicate that IBSI significantly enhances student participation, motivation, and deeper comprehension of scientific principles compared to traditional instructional methods. Key factors influencing its effectiveness include teacher facilitation, curriculum design, access to resources, and student collaboration. While IBSI offers numerous benefits, challenges such as teacher preparedness, classroom management, and assessment complexities must be addressed to optimize its implementation. The study underscores the importance of professional development programs and institutional support in ensuring the successful integration of IBSI into science curricula. Findings contribute to ongoing discussions on evidence-based teaching practices, offering valuable insights for educators, policymakers, and researchers striving to enhance science education. Future research should explore long-term academic outcomes, scalable implementation strategies, and effective teacher training models to maximize the potential of IBSI. Keywords: Inquiry-Based Science Instruction, Student Engagement, Conceptual Understanding, Science Education, Pedagogy