The study conducted a systematic review to explore the types of social media platforms that could be used to support inquiry-based learning (IBL) in science. Data were accessed from Web of Science (WoS) and EBSCO databases. The search words used were ‘inquiry’, ‘science’ and ‘social media’. From the search, eighty-six studies were identified. They were screened to fifteen using the inclusion and exclusion criteria according to the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) guidelines. Data from selected studies was extracted using a data extraction form. Findings revealed that SINQ application, Facebook, Twitter, Wikis, WhatsApp and Instagram could be used to support IBL. The study concluded that social media platforms are effective in supporting IBL since they motivate learners and encourage them to actively participate in their own learning and knowledge construction. They enable learners to collaborate and share ideas. The study further concluded that the use of social media could mitigate some of the challenges encountered in the implementation of IBL in schools. Challenges such as paucity of resources, lack of proper laboratories, and scarcity of time could be mitigated since social media taps into vast digital technologies that are available online. It was recommended that science teachers and learners should choose social media platforms that are available and appropriate for their contexts to support IBL in science.
social media, inquiry-based, learning, science
Benkosi Madlela. Corresponding author. Faculty of Education, Department of Science and Technology Education, University of Johannesburg (UJ). Kingsway Avenue, Auckland Park, Johannesburg, 2006, South Africa. Email: benkosimadlela@gmail.com
Ramnarain Umesh. Faculty of Education, Department of Science and Technology Education, University of Johannesburg (UJ). Kingsway Avenue, Auckland Park, Johannesburg, 2006, South Africa.
"All authors equally contributed to the conception, design, preparation, data gathering and analysis, and writing of the manuscript. All authors read and approved the final manuscript."
No potential conflict of interest was reported by the author(s).
This work is funded by University of Johannesburg (UJ) and the APC is paid by University of Johannesburg (UJ).
Not applicable.
AI tools were not used in writing this paper.
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Cite this article:
Madlela, B. & Umesh, R. (2025). Utilisation of social media to support inquiry-based learning in science. International Journal of Science, Technology, Engineering and Mathematics, 5(1), 1-21. https://doi.org/10.53378/ijstem.353155
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