January 1st, 2015 | RESEARCH
The fact that inquiry-based science teaching has been defined in various ways makes claims about its effectiveness with students difficult to synthesize. In this meta-analysis, the authors generate a two-dimensional framework to analyze studies of the effectiveness of inquiry-based science instruction in improving student learning outcomes.
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Sara Heredia, Author, ExploratoriumRelated URLs
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Audience: Educators | Teachers | Learning Researchers | Museum | ISE Professionals
Discipline: Education and learning science | General STEM | Nature of science
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs | Public Programs