Resumen

GALECIO MORA, Doris Elizabeth. Scientific Inquiry in Students: A Systematic Review. Revista InveCom [online]. 2026, vol.6, n.1, e601054.  Epub 15-Jul-2025. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.15400715.

Scientific inquiry is a fundamental competence that must be developed from the earliest educational levels. The objective of this study was to analyze the implications of scientific inquiry in students. To this end, a systematic review methodology was used with compilation and analysis of scientific articles. The PRISMA method was used, considering keywords in English and Spanish such as: "scientific inquiry" AND "students" and "scientific inquiry" AND "estudiantes". The inclusion criteria included open access articles published between 2020 and 2025 in databases such as Scopus and Scielo, using search engines with Boolean operators AND and OR. As for the exclusion criteria, articles prior to 2020, restricted or paid articles, or theses or books were not considered. In total, 39 articles were identified in the Scopus and Scielo databases. After applying the selection criteria, 21 articles were analyzed: 11 from Scopus and 10 from Scielo. The results of the review allow us to conclude that prior training in scientific inquiry is required to achieve a better development of this competence in students. Therefore, it is essential to take into account the student's experience as part of the curriculum design. In this sense, the theory of distributed scaffolding offers an innovative alternative by connecting the student's mind with his or her social environment, integrating elements of psychology to strengthen critical and inclusive thinking. Scientific inquiry can be developed more effectively when contextualized, close, and meaningful experiences are promoted. For example, direct observation of the Moon, accompanied by drawing and dialogue, favors the construction of scientific concepts from a Vigotskian perspective. Likewise, strategies focused on the clarity of objectives, constant feedback and the appropriate selection of research tasks are highlighted. It is also key to consider the emotional and social dimensions of learning, the STEAM approach from primary education, and collaborative validation by consensus as mechanisms to design training strategies based on principles such as teamwork and common welfare.

Palabras clave : scientific inquiry; inquiry strategies; scientific training.

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