Experiment based learning to strengthen scientific thinking in chemistry education: a systematic review
DOI:
https://doi.org/10.63688/qt16b510Keywords:
experimental learning, scientific thinking, chemistry education, scientific inquiry, laboratoryAbstract
Experiment-based learning is a relevant strategy for strengthening scientific thinking in chemistry education because it promotes active participation, hypothesis formulation, evidence analysis, and problem-solving.
A systematic review with a qualitative and descriptive approach was conducted following the PRISMA 2020 guidelines. Publications from 2020 to 2026 were analyzed using academic databases and platforms such as Scopus, Web of Science, ScienceDirect, SpringerLink, Wiley Online Library, and ACS Publications. After applying inclusion and exclusion criteria, 16 scientific articles were selected.
The reviewed studies showed favorable effects of experimental learning and inquiry-based approaches on scientific thinking, critical thinking, problem-solving, motivation, teamwork, scientific argumentation, and scientific literacy. The effectiveness of these strategies was also found to depend on student autonomy, activity design, and teacher guidance.
Experiment-based learning is a suitable pedagogical alternative for strengthening scientific competencies in chemistry education. Its implementation is more effective when laboratory activities promote active participation, reflection, and student decision-making.
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Copyright (c) 2026 John Kevin Caín Ortiz, Marlon Jonathan Estrella Semblantes, Nadia Catalina Villalba Angulo, Juan Fernando Sáez Pomaquero, Sandra Grace Guanochanga Quisupangui (Autor/a)
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