Exploring Teachers’ Approaches to Developing Complex Problem-Solving Skills in Science.

Abstract

This article presents a systematic review of 20 peer-reviewed studies focusing on pedagogical innovations in science education at the secondary and higher education levels. The objective was to determine the dominant instructional approaches, assess their documented effects on student learning, and identify the conditions that contribute to their successful implementation. The selected studies, published between 2000 and 2023, span diverse geographical contexts, including Asia, Europe, and North America. Learner-centered, inquiry-based, and project-based methods emerge as the most frequently adopted pedagogical frameworks. These approaches are consistently associated with improved student engagement, enhanced conceptual understanding, and strengthened problem-solving and critical thinking abilities. Autonomy and creativity also appear as recurrent outcomes, particularly in environments that integrate digital tools and structured scaffolding. More than 80% of the studies reported positive effects, although certain limitations were acknowledged, such as unequal access to technological resources, high demands in instructional design, and the necessity of teacher preparedness. Several enabling factors were identified, including active teacher facilitation, use of formative feedback mechanisms, collaborative group structures, and the implementation of authentic learning tasks. The effective use of technology-enhanced environments was also reported as a contributing element when supported by coherent pedagogical planning. The results underscore the importance of institutional support, professional development, and curricular flexibility in sustaining innovative teaching practices. Reinforcing these components appears essential for promoting meaningful learning and equipping students with competencies aligned with the demands of contemporary science education.