Open inquiry is the fourth and highest level of an inquiry-based approach in science teaching and learning. Although previous research has highlighted several benefits of open inquiry, thus far, studies have comprehensively reviewed its impacts using systematic and rigorous methodologies. Thus, the central aim of this review study was to develop a better understanding of the impacts of an open inquiry approach on students' learning in science. The search strategy was restricted to articles published in established scholarly databases (WOS, Scopus and ERIC), following the seven steps in conducting a systematic literature review process in educational research. As a result, 24 articles were extracted and qualified for inclusion in this review study. Finally, a thematic analysis was conducted to analyse the articles and five themes were generated: i) students' conceptual understanding, ii) students' motivation, iii) students' attitudes towards science, iv) students' scientific and thinking skills, and v) students' science literacy and other science-related skills. Although open inquiry positively impacted students' learning in science, the reviewed article also reported some challenges in its implementation, notably the need for classroom management, flexible teaching and learning, teacher-student interaction and teacher support. This review study provides a significant contribution to science education research, indicating that the highest level of an inquiry-based approach may be the ‘best’ approach. However, this review offers a future opportunity for policymakers, teacher educators, science education academics, NGOs, science teachers, and other interested parties to promote inquiry pedagogy to improve students' learning in science.

中文翻译：

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开放探究对学生科学学习的影响：系统文献综述


开放探究是科学教学中基于探究的方法的第四个也是最高层次。尽管之前的研究强调了公开探究的几个好处，但迄今为止，研究已经使用系统和严格的方法全面审查了其影响。因此，本综述研究的中心目的是更好地理解开放探究方法对学生科学学习的影响。检索策略仅限于已建立的学术数据库（WOS、Scopus 和 ERIC）中发表的文章，遵循教育研究中进行系统文献综述过程的七个步骤。结果，24 篇文章被提取并符合纳入本综述研究的资格。最后，对文章进行主题分析，产生五个主题：i）学生的概念理解，ii）学生的动机，iii）学生对科学的态度，iv）学生的科学和思维能力，v）学生的科学素养和其他与科学相关的技能。尽管开放探究对学生的科学学习产生了积极影响，但评论文章也报告了其实施中的一些挑战，特别是课堂管理、灵活的教学、师生互动和教师支持的需要。这项综述研究为科学教育研究做出了重大贡献，表明最高水平的探究式方法可能是“最佳”方法。然而，这次审查为政策制定者、教师教育工作者、科学教育学者、非政府组织、科学教师和其他感兴趣的各方提供了一个未来的机会，以促进探究教学法，以改善学生的科学学习。