What makes inquiry-based science teaching effective?

January 1, 2015 | Public Programs, Informal/Formal Connections

The fact that inquiry-based science teaching has been defined in various ways makes claims about its effectiveness with students difficult to synthesize. In this meta-analysis, the authors generate a two-dimensional framework to analyze studies of the effectiveness of inquiry-based science instruction in improving student learning outcomes.

Associated Projects

Full Text

TEAM MEMBERS

Sara Heredia

Author

Exploratorium

Citation

Resource Type: Research Products

Discipline: Education and learning science | General STEM | Nature of science

Audience: Educators/Teachers | Museum/ISE Professionals | Learning Researchers

Environment Type: Public Programs | Informal/Formal Connections | K-12 Programs

If you would like to edit a resource, please email us to submit your request.