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Research Brief

Inquiry-based learning may not always lead to higher levels of scientific achievement

January 1, 2015 | Informal/Formal Connections
Current science education policy advocates for engaging students in scientific practices of inquiry as the best way for students to learn science. McConney et al.’s analysis of PISA data unexpectedly found a negative correlation between frequency of inquiry-based instruction and high levels of student scientific literacy. The analysis confirmed a positive correlation between frequency of inquiry-based instruction and high levels of interest and of engagement in science.

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  • BB 2015 leaves2
    Author
    University of Washington
  • 2013 06 25 1edf204  1
    Author
    Afterschool Alliance
  • Citation

    Resource Type: Research Products
    Discipline: General STEM | Literacy | Nature of science
    Audience: Youth/Teen (up to 17) | Educators/Teachers | Learning Researchers
    Environment Type: Informal/Formal Connections | K-12 Programs

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