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The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England
ARTICLE

, UCL Institute of Education and Education Datalab, United Kingdom ; , University of Nottingham, United Kingdom ; , UCL Institute of Education and Education Datalab, United Kingdom

Learning and Instruction Volume 61, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative, linked survey and administrative data, we find little evidence that the frequency of inquiry-based instruction is positively associated with teenagers’ performance in science examinations. This finding is robust to the use of different measures of inquiry, different examinations/measures of attainment, across classrooms with varying levels of disciplinary standards and across gender and prior attainment subgroups.

Citation

Jerrim, J., Oliver, M. & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61(1), 35-44. Elsevier Ltd. Retrieved January 28, 2020 from .

This record was imported from Learning and Instruction on March 15, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2018.12.004

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