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May 22, 2026The International Journal of Science Mathematics and Technology Learning

Inquiry-Based Science Education for Preservice Teachers

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Authors

JCJuan Miguel Saavedra CarrascoUniversidad César VallejoIHIngrid Ardiles HidalgoSanta Rosa Junior CollegeLCLuis Alberto Saavedra CarrascoUniversidad César Vallejo

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Overview

Bibliometric analysis reveals trends and barriers in inquiry-based science education for preservice teachers, highlighting the need for integrated approaches.

Key Points

  • The aim is to analyze the literature on inquiry-based science education for preservice teachers and identify barriers to implementation.
  • Conducted a systematic search across four databases: Scopus, WOS, ERIC, and ScienceDirect.
  • Utilized quantitative bibliometric techniques via RStudio and VOSviewer, along with qualitative content analysis.
  • Applied PRISMA 2020 guidelines to filter 518 initially identified studies to 89 relevant publications.
  • Publication trends show a significant increase since 2015, particularly in Global North countries.
  • Identified eight main barriers to effective IBSE implementation across several dimensions.
  • Collaboration networks indicated established institutional clusters but limited international cooperation.

Cite This Study

Carrasco et al. (2026) studied this question.

synapsesocial.com/papers/6a0ff420d674f7c03778d366https://doi.org/10.18848/2327-7971/cgp/a215
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Also Consider

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  5. 5Scientific practices in science education, 2013–2023: bibliometric mapping and thematic synthesis2026 · 1 citations