Program-based studies cannot isolate the effect of inquiry-based instruction because they vary many program elements simultaneously¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q1
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? Because inquiry programs incorporate many instructional elements (technology, teacher professional development, extra resources), favorable findings capture the impact of the program as a whole and cannot support claims that inquiry-based approach caused the gains. → Lin Zhang 2022

Evidence¶

Lin Zhang 2022¶

Lin Zhang, Paul A. Kirschner, William W. Cobern, John Sweller. (2022). There is an Evidence Crisis in Science Educational Policy. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09646-1

q1 · i? · theoretical · r3

The commentary's methodological argument, illustrated with the LeTUS program evaluation (Geier et al., 2008) and the KGS program (Songer et al., 2002), which used pre-post or business-as-usual designs without isolating the inquiry component. This is an analytical argument, not a new empirical result.

"the favorable findings capture only the impact of this program as a whole over the counterpart and cannot support the claim that students' outstanding performance was caused by the inquiry-based approach used"

Discussion¶

Related Claims¶

• Inquiry environments are hard to scale because they are ambitious learning activity systems requiring changes in roles, participation, and system coherence — related
• Coherence is theorized to assist teacher effectiveness through coordinated professional development and collaborative work on clear goals — related