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Abstract
Questioning plays a critical role in deepening students’ understanding and increasing their engagement in the context of science education, especially when addressing complex global issues such as climate change. This study aims to examine the role of questioning in the context of climate change education through a comprehensive literature review. A comprehensive database search was conducted in line with the identified keywords, and a total of 20 articles published between 2004 and 2024 were selected. The selected articles were analyzed in two categories, which are inquiry in education and inquiry in climate change education. The research findings reveal that questions are addressed differently by teachers and students in education, and that questioning methods make significant contributions to students’ learning processes and teachers’ pedagogical practices. The findings also indicate that while the importance of inquiry is widely recognized, there is a significant gap in the existing literature on the application of effective inquiry strategies in climate change education. Most studies emphasized the important role of teacher guidance and student curiosity. However, an important limitation of these studies is the lack of concrete pedagogical frameworks that can effectively promote higher-order inquiry. This study highlights the need for more targeted research and educational practices that support inquiry-based learning in the context of climate change. Implications for educators and policymakers are discussed in light of the identified gaps and potential strategies for enhancing inquiry in science education.
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Article Type: Review Article
INTERDISCIP J ENV SCI ED, Volume 21, Issue 3, 2025, Article No: e2515
https://doi.org/10.29333/ijese/16725
Publication date: 01 Aug 2025
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