Program-based studies show mixed results: a large inquiry-curriculum study found higher achievement, while two carefully designed comparison studies found no differences¶

Claim · All claims
Evidence · 1 study (2 entries) · review r2 · q2
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In a study of more than 8000 students, the inquiry-based curriculum cohort showed higher science achievement overall, statistically significant in four of six courses. → de Jong 2023 q2 i? A randomized controlled study of direct instruction versus inquiry lessons found no significant differences between conditions. → de Jong 2023 (2)

Evidence¶

de Jong 2023¶

de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. H., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let's talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100536

q2 · i? · review · r2

The review describes the Linn et al. (2006) program-based study with more than 8000 students comparing two cohorts across six science courses, where the WISE-based inquiry curriculum cohort "showed higher science achievement overall" with significance in four of six courses.

"Students in the inquiry-based curriculum showed higher science achievement overall than students in the typical curriculum; this difference was statistically significant in four of the six courses."

de Jong 2023 (2)¶

de Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. H., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2023). Let's talk evidence – The case for combining inquiry-based and direct instruction. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100536

q2 · i? · review · r2

The review describes the Schuster et al. (2018) randomized controlled study of 8-day physics lessons on dynamics and light, delivered over 5 years to more than 100 participants per year, in which "No significant differences between conditions were found."

"No significant differences between conditions were found, and the authors stated in their abstract, "Findings suggest that teachers need not be bound to one mode throughout and can flexibly decide on the pedagogical approach for each concept and situation"

Discussion¶

Related Claims¶

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