A Literature Review on the Misconceptions of Pre-Service Teachers on Inquiry-Based Learning in Science Education

Abstract

This literature review critically examines the misconceptions held by pre-service teachers regarding inquiry-based learning (IBL) in science education. The study synthesizes findings from multiple research studies that illustrate how inadequate exposure to IBL methodologies and entrenched traditional teaching paradigms contributes to a superficial understanding of inquiry-based strategies. The review elucidates that pre-service teachers frequently misconceive IBL as a mere hands-on or unstructured activity, undermining their confidence and ability to foster student-centered learning environments. Through exploring the theoretical underpinnings, including constructivist and social cognitive frameworks, the paper highlights the role of prior educational experiences and the necessity for curriculum reform in teacher preparation programs. The review integrates qualitative case studies, quantitative surveys, and mixed-methods research to analyze the barriers to effective IBL implementation comprehensively. This data triangulation underscores the complexity of dismantling entrenched misconceptions while suggesting the potential benefits of targeted professional development and mentorship as avenues for corrective intervention. The review also critically evaluates the limitations of existing studies, particularly the overreliance on quantitative measures that may obscure individual beliefs and contextual factors influencing teacher preparation. The findings underscore the critical need for holistic, reformative strategies in teacher education to bridge the gap between theoretical IBL principles and their practical application in science classrooms.