The highest level of inquiry may not be the 'best' approach for science learning¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The review concludes that although open inquiry positively impacted students' learning, the highest level of an inquiry-based approach may not be the 'best' approach given implementation challenges. → Muhamad Dah 2024

Evidence¶

Muhamad Dah 2024¶

Muhamad Dah, N., Mat Noor, M. S. A., Kamarudin, M. Z., & Syed Abdul Azziz, S. S. (2024). The impacts of open inquiry on students' learning in science: A systematic literature review. Educational Research Review, 43. https://doi.org/10.1016/j.edurev.2024.100601

q2 · i? · review · r2

The review's synthesis of 24 studies found positive impacts across five themes but also implementation challenges; it concludes "the highest level of an inquiry-based approach may not be the 'best' approach". This is the review's interpretive conclusion, not a tested comparison.

"Although open inquiry positively impacted students' learning in science, the reviewed article also reported some challenges in its implementation, notably the need for classroom management, flexible teaching and learning, teacher-student interaction and teacher support."

Discussion¶

Related Claims¶

• Open inquiry implementation faces challenges requiring classroom management, flexible teaching, teacher-student interaction and teacher support — a narrower finding that bears on this claim
• Open inquiry positively influences students' attitudes towards science, including satisfaction, collaboration and self-confidence — related
• Inquiry Based Teaching Improves Science Achievement — related
• Instructional approaches that include inquiry learning are more effective than direct instruction for acquiring conceptual knowledge, per the review's synthesis of meta-analyses — related