Student-led inquiry-based investigation is identified as the least effective instructional element in PISA 2015 analyses¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Using PISA 2015 results, student-led inquiry-based investigation was identified as the instructional element least associated with science achievement, with investigation steps showing negative associations. → 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

q2 · i? · theoretical · r3

The commentary reports, citing Forbes et al. (2020), an analysis of PISA 2015 instructional factors in which student-led inquiry dimensions were least associated with achievement. The commentary attributes this finding to that study; no effect size is printed.

"Forbes et al. (2020) noted that "highly student-driven dimensions of inquiry, particularly procedural activities associated with investigation, are least frequently associated with high levels of student science achievement""

Discussion¶

Related Claims¶

• The relation between frequency of inquiry activities and science achievement is curvilinear, with the highest gains where inquiry combines with direct teacher-based instruction — related
• Correlational studies using large international datasets find negative associations between inquiry-based investigation involvement and science achievement — possibly the same claim (merge candidate)
• Guided inquiry was positively associated with science achievement in all 16 PISA 2015 regions where it was applied — reports the opposite
• Inquiry Based Teaching Improves Science Achievement — related
• Teacher Guided Inquiry Outperforms Student Led — 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 — reports the opposite