TRENDS IN ACTIVE LEARNING PEDAGOGIES IN BIOLOGY EDUCATION: A SYSTEMATIC DOCUMENTARY CONTENT ANALYSIS OF GLOBAL RESEARCH EVIDENCE
Keywords:
Active Learning; Biology Education; Inquiry-Based Learning; Problem-Based Learning; Flipped Classroom; Constructivist Learning Theory
Abstract
Biology education plays a crucial role in developing scientific literacy, critical thinking, and the ability to understand complex biological systems. In response, active learning pedagogies have increasingly been adopted in biology education to enhance student engagement, improve conceptual mastery, and support deeper learning. The purpose of this study was to examine global trends in active learning pedagogies in biology education through a systematic documentary content analysis of empirical research. Specifically, the study sought to identify dominant active learning strategies, analyse methodological patterns and geographical distribution of studies, examine reported learning outcomes, and map the theoretical frameworks underpinning this body of research. The study employed a systematic documentary content analysis design. The selected studies were analysed using a structured coding framework that combined quantitative frequency analysis with qualitative thematic synthesis. The findings reveal a substantial growth in active learning research in biology education, with inquiry-based learning, problem-based learning, flipped classroom models, cooperative learning, and technology-enhanced instruction emerging as the dominant pedagogical approaches. The analysed studies consistently report improvements in academic achievement, conceptual understanding, student engagement, and learning retention. The analysis also indicates that constructivist, sociocultural, and experiential learning theories form the principal theoretical foundations of these pedagogical approaches. Overall, the study contributes to biology education scholarship by synthesising global empirical evidence on active learning practices, clarifying their theoretical grounding, and providing evidence-based insights that can inform instructional practice, curriculum development, and educational policy aimed at improving biology teaching and learning.
References
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Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
Koohang, A., & Paliszkiewicz, J. (2013). Knowledge construction in e-learning: An empirical validation of an active learning model. Journal of Computer Information Systems, 53(3), 109-114.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage Publications.
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Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28.
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED-Revista Iberoamericana de Educación a Distancia, 21(2).
Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology education.
Millis, B. (Ed.). (2023). Cooperative learning in higher education: Across the disciplines, across the academy. Taylor & Francis.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis from 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496.
Moallem, M. (2019). Effects of PBL on learning outcomes, knowledge acquisition, and higher‐order thinking skills. The Wiley handbook of problem‐based Learning, 107-133.
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Morgan, H. (2022). Conducting a qualitative document analysis. The qualitative report, 27(1), 64-77.
Morris, D. L. (2025). Rethinking science education practices: Shifting from investigation-centric to comprehensive inquiry-based instruction. Education Sciences, 15(1), 73.
Murrell, P. H., & Claxton, C. S. (1987). Experiential learning theory as a guide for effective teaching. Counsellor education and supervision, 27(1), 4-14.
Pardjono, P. (2016). Active learning: The Dewey, Piaget, Vygotsky, and constructivist theory perspectives. Jurnal Ilmu Pendidikan Universitas Negeri Malang, 9(3), 105376.
Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Pretorius, L. (2023). An altered flipped class pedagogy as an intervention strategy to address passive learning in a teacher-centred classroom (Doctoral dissertation, University of South Africa (South Africa)).
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Rahman, L. (2024). Vygotsky’s zone of proximal development of teaching and learning in STEM education. International Journal of Engineering Research & Technology, 13(8), 389-94.
Rockers, P. C., Røttingen, J. A., Shemilt, I., Tugwell, P., & Bärnighausen, T. (2015). Inclusion of quasi-experimental studies in systematic reviews of health systems research. Health Policy, 119(4), 511-521.
Rutherford, G. D. (2011). A model of assimilation and accommodation in the cognitive & cultural realms. Dynamical psychology, 7(1).
Ryan, M. D., & Reid, S. A. (2016). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23.
Sadler, T. D. (2009). Situated learning in science education: socio‐scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.
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Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339.
Syah, I., Sukmana, O., & Yumitro, G. (2026). Analysis of Vygotsky's Social Constructivism Theory in Collaborative Learning Based on Digital Technology. International Journal of Economics, Management and Social Science, 9(1), 365-376.
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Tzuriel, D. (2021). The socio-cultural theory of Vygotsky. In Mediated learning and cognitive modifiability (pp. 53-66). Cham: Springer International Publishing.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405.
Vanhorn, S., Ward, S. M., Weismann, K. M., Crandall, H., Reule, J., & Leonard, R. (2019). Exploring active learning theories, practices, and contexts. Communication research trends, 38(3), 1.
Williams, R. T. (2022). Research methods in education: A book review. European Journal of Education Studies, 9(11).
Wilson, B. G., & Novak, K. (2024). Constructivism for active, authentic learning. In Trends and issues in instructional design and technology (pp. 99-111). Routledge.
Xiao, Y., & Watson, M. (2019). Guidance on systematic literature reviews in construction. Journal of Construction Economics, 7(2), 52-66.
Yates, T. B., & Marek, E. A. (2014). Teachers teaching misconceptions: A study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(1), 7.
Zhao, L., Dai, X., & Chen, S. (2024). Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study. International Journal of Nursing Sciences, 11(1), 76-82.
Ahmed, S. K., Mohammed, R. A., Nashwan, A. J., Ibrahim, R. H., Abdalla, A. Q., Ameen, B. M. M., & Khdhir, R. M. (2025). Using thematic analysis in qualitative research. Journal of Medicine, Surgery, and Public Health, 6, 100198.
Aidoo, B. (2024). A reflective study on adopting inquiry-based science teaching methods. Disciplinary and Interdisciplinary Science Education Research, 6(1), 29.
Arthurs, L. A., & Kreager, B. Z. (2017). An integrative review of in-class activities that enable active learning in college science classroom settings. International Journal of Science Education, 39(15), 2073-2091.
Bell, R. L., Maeng, J. L., & Binns, I. C. (2013). Learning in context: Technology integration in a teacher preparation program informed by situated learning theory. Journal of Research in Science Teaching, 50(3), 348-379.
Bergsteiner, H., & Avery, G. C. (2014). The twin-cycle experiential learning model: reconceptualising Kolb's theory. Studies in Continuing Education, 36(3), 257-274.
Bishop, J., & Verleger, M. A. (2013, June). The flipped classroom: A survey of the research. In 2013 ASEE annual conference & exposition (pp. 23-1200).
Borhan, M. T., Saleh, S., Li, A. T., & Ong, E. T. (2020). Readiness in implementing student-centred learning (SCL): An insight into developing a problem-based learning (PBL) module. Universal Journal of Educational Research, 8(1), 119-126.
Brame, C. (2016). Active learning. Vanderbilt University Centre for Teaching, 1-6.
Cattaneo, K. H. (2017). Telling active learning pedagogies apart: From theory to practice. Journal of new approaches in educational research, 6(2), 144-152.
Dauer, J. T., Momsen, J. L., Speth, E. B., Makohon‐Moore, S. C., & Long, T. M. (2013). Analysing change in students' gene‐to‐evolution models in college‐level introductory biology. Journal of Research in Science Teaching, 50(6), 639-659.
Demeter, M. (2022). Development studies in the world system of global knowledge production: A critical empirical analysis. Progress in Development Studies, 22(3), 239-256.
Erdogan, N. (2016). Communities of practice in online learning environments: A sociocultural perspective of science education. International Journal of Education in Mathematics, Science and Technology, 4(3), 246-257.
Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice. Teachers College Press.
Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the national academy of sciences, 111(23), 8410-8415.
Gillies, R. M. (2023). Using cooperative learning to enhance students’ learning and engagement during inquiry-based science. Education Sciences, 13(12), 1242.
Gomez, M. J. (2025). The impact of inquiry-based learning in science education: A systematic review of student engagement and achievement. Journal of Education, Learning, and Management, 2(2), 353-363.
Hassard, J., & Dias, M. (2013). The art of teaching science: Inquiry and innovation in middle school and high school. Routledge.
Johnson, D. W., & Johnson, R. T. (2013). Cooperative, competitive, and individualistic learning environments. In International guide to student achievement (pp. 372-374). Routledge.
Kaufman, D. M. (2018). Teaching and learning in medical education: how theory can inform practice. Understanding medical education: evidence, theory, and practice, 37-69.
Kay, R., MacDonald, T., & DiGiuseppe, M. (2019). A comparison of lecture-based, active, and flipped classroom teaching approaches in higher education. Journal of Computing in Higher Education, 31(3), 449-471.
Kolb, D. A. (2014). Experiential learning: Experience as the source of learning and development. FT Press.
Koohang, A., & Paliszkiewicz, J. (2013). Knowledge construction in e-learning: An empirical validation of an active learning model. Journal of Computer Information Systems, 53(3), 109-114.
Krippendorff, K. (2018). Content analysis: An introduction to its methodology. Sage Publications.
Kyngäs, H. (2019). Qualitative research and content analysis. In The application of content analysis in nursing science research (pp. 3-11). Cham: Springer International Publishing.
Lantolf, J. P. (2000). Introducing sociocultural theory. Sociocultural theory and second language learning, 1, 1-26.
Learning, P. B. (2013). Problem-based learning. The International Handbook of Collaborative Learning, 370.
Leonard, M. J., Kalinowski, S. T., & Andrews, T. C. (2014). Misconceptions yesterday, today, and tomorrow. CBE—Life Sciences Education, 13(2), 179-186.
Lisy, K., & Porritt, K. (2016). Narrative synthesis: considerations and challenges. JBI Evidence Implementation, 14(4), 201.
Loizou, M., & Lee, K. (2020). A flipped classroom model for inquiry-based learning in primary education context. Research in Learning Technology, 28.
Mattar, J. (2018). Constructivism and connectivism in education technology: Active, situated, authentic, experiential, and anchored learning. RIED-Revista Iberoamericana de Educación a Distancia, 21(2).
Michael, J. (2006). Where's the evidence that active learning works?. Advances in physiology education.
Millis, B. (Ed.). (2023). Cooperative learning in higher education: Across the disciplines, across the academy. Taylor & Francis.
Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis from 1984 to 2002. Journal of Research in Science Teaching: The Official Journal of the National Association for Research in Science Teaching, 47(4), 474-496.
Moallem, M. (2019). Effects of PBL on learning outcomes, knowledge acquisition, and higher‐order thinking skills. The Wiley handbook of problem‐based Learning, 107-133.
Moemeke, C. D., Chukwunenye, J. N., & Malik, N. A. (2025). Understanding the Theoretical Foundations of Inquiry-Based Learning: Pivot For Productive Science Education in Africa. Educational Considerations, 50(3), 4.
Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & Prisma Group. (2010). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International journal of surgery, 8(5), 336-341.
Morgan, H. (2022). Conducting a qualitative document analysis. The qualitative report, 27(1), 64-77.
Morris, D. L. (2025). Rethinking science education practices: Shifting from investigation-centric to comprehensive inquiry-based instruction. Education Sciences, 15(1), 73.
Murrell, P. H., & Claxton, C. S. (1987). Experiential learning theory as a guide for effective teaching. Counsellor education and supervision, 27(1), 4-14.
Pardjono, P. (2016). Active learning: The Dewey, Piaget, Vygotsky, and constructivist theory perspectives. Jurnal Ilmu Pendidikan Universitas Negeri Malang, 9(3), 105376.
Petticrew, M., & Roberts, H. (2008). Systematic reviews in the social sciences: A practical guide. John Wiley & Sons.
Pretorius, L. (2023). An altered flipped class pedagogy as an intervention strategy to address passive learning in a teacher-centred classroom (Doctoral dissertation, University of South Africa (South Africa)).
Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.
Rahman, L. (2024). Vygotsky’s zone of proximal development of teaching and learning in STEM education. International Journal of Engineering Research & Technology, 13(8), 389-94.
Rockers, P. C., Røttingen, J. A., Shemilt, I., Tugwell, P., & Bärnighausen, T. (2015). Inclusion of quasi-experimental studies in systematic reviews of health systems research. Health Policy, 119(4), 511-521.
Rutherford, G. D. (2011). A model of assimilation and accommodation in the cognitive & cultural realms. Dynamical psychology, 7(1).
Ryan, M. D., & Reid, S. A. (2016). Impact of the flipped classroom on student performance and retention: A parallel controlled study in general chemistry. Journal of Chemical Education, 93(1), 13-23.
Sadler, T. D. (2009). Situated learning in science education: socio‐scientific issues as contexts for practice. Studies in Science Education, 45(1), 1-42.
Schweingruber, H., Pearson, G., & Honey, M. (Eds.). (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. National Academies Press.
Scott, J. (2014). A matter of record: Documentary sources in social research. John Wiley & Sons.
Singh, A., Bashir, M. A., & Taily, M. T. A. (2025). Constructivist Pedagogy and Its Adaptation across Contexts: A Theoretical Analysis. Shodhpatra: International Journal of Science and Humanities, 2(3).
Snyder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339.
Syah, I., Sukmana, O., & Yumitro, G. (2026). Analysis of Vygotsky's Social Constructivism Theory in Collaborative Learning Based on Digital Technology. International Journal of Economics, Management and Social Science, 9(1), 365-376.
Towne, D. M., De Jong, T., & Spada, H. (Eds.). (2012). Simulation-based experiential learning (Vol. 122). Springer Science & Business Media.
Turner, S. F., Cardinal, L. B., & Burton, R. M. (2017). Research design for mixed methods: A triangulation-based framework and roadmap. Organisational research methods, 20(2), 243-267.
Tzuriel, D. (2021). The socio-cultural theory of Vygotsky. In Mediated learning and cognitive modifiability (pp. 53-66). Cham: Springer International Publishing.
Vaismoradi, M., Turunen, H., & Bondas, T. (2013). Content analysis and thematic analysis: Implications for conducting a qualitative descriptive study. Nursing & health sciences, 15(3), 398-405.
Vanhorn, S., Ward, S. M., Weismann, K. M., Crandall, H., Reule, J., & Leonard, R. (2019). Exploring active learning theories, practices, and contexts. Communication research trends, 38(3), 1.
Williams, R. T. (2022). Research methods in education: A book review. European Journal of Education Studies, 9(11).
Wilson, B. G., & Novak, K. (2024). Constructivism for active, authentic learning. In Trends and issues in instructional design and technology (pp. 99-111). Routledge.
Xiao, Y., & Watson, M. (2019). Guidance on systematic literature reviews in construction. Journal of Construction Economics, 7(2), 52-66.
Yates, T. B., & Marek, E. A. (2014). Teachers teaching misconceptions: A study of factors contributing to high school biology students’ acquisition of biological evolution-related misconceptions. Evolution: Education and Outreach, 7(1), 7.
Zhao, L., Dai, X., & Chen, S. (2024). Effect of the case-based learning method combined with virtual reality simulation technology on midwifery laboratory courses: A quasi-experimental study. International Journal of Nursing Sciences, 11(1), 76-82.
Published
2026-03-26
How to Cite
ALABI, O. A., Abdulraheem Dare GBIGBADUA, Olufunke. O. KAYODE, & Olatunji Yusuf ABDULRAHEEM. (2026). TRENDS IN ACTIVE LEARNING PEDAGOGIES IN BIOLOGY EDUCATION: A SYSTEMATIC DOCUMENTARY CONTENT ANALYSIS OF GLOBAL RESEARCH EVIDENCE. Jurnal Saintifik (Multi Science Journal), 24(1), 47-56. https://doi.org/10.58222/js.v24i1.664
Section
Articles
