Inquiry-based teaching
Overview
- Influence: Inquiry-based teaching
- Domain: Teaching Strategies
- Sub-Domain: Instructional strategies
- Potential to Accelerate Student Achievement: Potential to accelerate
- Influence Definition: Inquiry-based teaching is an educational practice in which students are called upon to behave as scientists or philosophers, generating questions and seeking to develop answers through the accumulation of evidence. This could include asking questions and solving problems and often includes procedures such as small-scale investigations and practical projects.
Evidence
- Number of meta-analyses: 8
- Number of studies: 353
- Number of students: 15,728
- Number of effects: 553
- Effect size: 0.46
Meta-Analyses
Journal Title | Author | First Author's Country | Article Name | Year Published | Variable | Number of Studies | Number of Students | Number of Effects | Effect Size |
---|---|---|---|---|---|---|---|---|---|
Journal of Research in Science Teaching | Sweitzer & Anderson | USA | A meta-analysis of research on science teacher education practices associated with inquiry strategy | 1983 | Inquiry teaching in science | 68 | 0 | 19 | 0.44 |
Journal of Research in Science Teaching | Shymansky, Hedges & Woodworth | USA | A reassessment of the effects of inquiry-based science curricula of the 60's on student performance | 1990 | Inquiry methods in science | 81 | 0 | 320 | 0.27 |
Conference Paper | Bangert-Drowns | USA | Meta-Analysis of the Effects of Inquiry-Based Instruction on Critical Thinking | 1992 | Inquiry teaching effects on critical thinking | 21 | 0 | 21 | 0.37 |
Unpublished Thesis | Smith | USA | A meta-analysis of student outcomes attributable to the teaching of science as inquiry as compared to traditional methodology | 1996 | Inquiry method in science | 35 | 7,437 | 60 | 0.17 |
Review of Educational Research | Lazonder & Harmsen | Netherlands | Meta-Analysis of Inquiry-Based Learning: Effects of Guidance | 2016 | Inquiry learning | 72 | 0 | 72 | 0.62 |
AERA Open | Estrella, Au, Jaeggi, & Collins | USA | Is Inquiry Science Instruction Effective for English Language Learners? A Meta-Analytic Review | 2018 | Inquiry on ELL science | 23 | 8,291 | 23 | 0.28 |
Journal of the Turkish Science Education | Aktamis, Hidge, & Ozden | Turkey | Effects of the inquiry-based learning method on student's' achievements, science process skills, and attitude towards science: A meta-analysis science | 2016 | Inquiry learning in science | 16 | 0 | 1 | 1.03 |
Review of Educational Research | Furtak, Seidel, Iverson & Briggs | USA | Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis | 2012 | Inquiry method in science | 37 | 0 | 37 | 0.50 |
TOTAL/AVERAGE | 353 | 15,728 | 553 | 0.46 |
Confidence
The Confidence is the average of these four measures, each divided into five approximately equal groups and assigned a value from 1 to 5 based on the following criteria:
-
Number of Meta-analyses
- 1 = 1
- 2 = 2–3
- 3 = 4–6
- 4 = 7–9
- 5 = 10+
-
Number of Studies
- 1 = 1–10
- 2 = 11–50
- 3 = 51–200
- 4 = 201–400
- 5 = 400+
-
Number of Students
- 1 = 1–2,500
- 2 = 2,501–10,000
- 3 = 10,000–20,000
- 4 = 20,000–100,000
- 5 = 100,001+
-
Number of Effects
- 1 = 1–100
- 2 = 101–300
- 3 = 301–600
- 4 = 601–1,200
- 5 = 1,200+
Number of Meta-Analyses | Number of Studies | Number of Students | Number of Effects | Overall Confidence | |
---|---|---|---|---|---|
Confidence Factor | 4 | 4 | 3 | 3 | 4 |