John Dewey’s Philosophy of Science Education and Its Implications for Inquiry-Based Physics Learning in the Internet of Things Era: A Literature Review
DOI:
https://doi.org/10.21009/1.12110Keywords:
John Dewey, philosophy of science education, inquiry, Internet of Things, literature reviewAbstract
Physics learning in the Internet of Things era requires experiences focused not only on conceptual mastery but also on active involvement in scientific inquiry. Students must reflect on empirical data. John Dewey's philosophy, particularly reflective inquiry, offers a strong foundation for meeting these needs. This article examines Dewey's views on science education and synthesizes their implications for inquiry-based physics learning in the IoT era. The study uses a literature review, analyzing theoretical and empirical articles published between 2015 and 2025 from Scopus and Google Scholar. The search found 79 articles; 15 were reviewed in depth to highlight major concepts. Content analysis identified links between Dewey's pragmatist principles, inquiry-based physics learning, and technology as an inquiry tool. Results show that inquiry-based learning aligns with Dewey's pragmatic epistemology, in which knowledge forms through challenging experiences, investigation, and reflection. Integrating IoT technology is not just media innovation; it deepens experiments by providing real-time data to support learning by doing and reflection. This article offers a conceptual synthesis that connects Dewey's philosophy, inquiry-based physics learning, and the IoT context. It provides a theoretical foundation for meaningful, contextually relevant innovations in physics learning.
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