Science for All? A Systematic Literature Review on Effective Teaching Approaches in Inclusive and Separate Settings

Abstract

This systematic literature review examines intervention studies focused on teaching science to a diverse range of learners. It adopts a broad definition of inclusion and makes use of the PRISMA statement. The review aims to provide an overview of evidence‐based teaching approaches in the current literature, identify the science skills targeted, and synthesize the evidence for the approaches used in inclusive and separate settings in the context of science for all . The review analyzed intervention studies published between 2013 and 2022. Only quantitative, methodologically sound intervention studies were included ( N  = 31). The findings revealed that almost all identified studies adopted a narrow definition of inclusion. The six identified teaching approaches include digital learning ( n  = 14), peer support ( n  = 2), self‐directed learning ( n  = 9), design‐based engineering learning ( n  = 2), systematic instruction ( n  = 16), and universal design for learning ( n  = 3). Positive evidence was found for systematic instruction, mixed evidence for digital learning and self‐directed learning, and insufficient but promising evidence for peer support, design‐based engineering learning, and universal design for learning. Furthermore, the results suggest that studies in the context of doing science, learning about science , and learning to address socioscientific issues are lacking, and further research is required.