Recent years have seen a growing call for inquiry‐based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology‐supported inquiry‐based learning (mIBL) in secondary science education. More evidence‐based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.

中文翻译：

---

中学科学教育中基于探究的移动学习：系统综述

近年来，人们越来越要求在科学教育中进行基于探究的学习，并且移动技术被视为支持这种方法的越来越有价值的工具。但是，对中学科学教育中对移动技术支持的基于查询的学习（mIBL）缺乏了解。需要更多基于证据的细微见解，以了解使用移动技术如何促进学生参与各种级别的查询并增强他们的科学学习。因此，我们对2000年至2019年发表的有关中学科学教育中mIBL的研究文章进行了有力的系统文献综述（SLR）。我们回顾并分析了31项实证研究（34篇文章），以探讨mIBL的类型。 ，以及mIBL在中学科学教育中的优势和局限性。该SLR的发现为进一步研究提供了新的研究领域，并为理科教师在教学中选择，使用和设计mIBL方法提供了启示。