Quality criteria of inquiry-based learning resources in primary school science education. A systematic literature review

Abstract

There are many resources for inquiry-based learning in primary school science education available, but only a few have been empirically evaluated. Therefore, it is a vital skill for teachers to be able to assess the quality of the resources. Well-designed resources increase inquiry-based learning considerably (Lazonder & Harmsen 2016, Möller 2010, Möller Kleickmann and Tröbst 2009). Likewise, knowledge about quality criteria is central to developers of learning resources, policy makers and school authorities responsible for issuing recommendations and regulations for instructional materials. Despite the importance of evidence-based quality criteria, a systematic literature review (SLR) that compiles quality criteria is lacking. To fill this gap, we conducted a SLR that identifies quality criteria of inquiry-based learning resources for primary school science education.