Experimental and quasi-experimental studies of inquiry-based science teaching¶
Furtak, E. M., Seidel, Iverson, & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329.
Cited by¶
1 citation across 1 artifact.
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Primes¶
- Inquiry-Based Learning
- Mapped back: The watershed-partnership model demonstrates inquiry-based learning at scale in an applied context: students engage in the epistemic practices of environmental science (hypothesis formation, data collection, evidence interpretation, argumentation), conduct investigations anchored in authentic local phenomena, communicate findings to real stakeholders, and develop both disciplinary content knowledge (water quality, hydrology, pollution sources) and transferable inquiry competencies (data analysis, evidence-based reasoning) — outcome combinations the Furtak, Seidel, Iverson, and Briggs (2012) meta-analysis identifies as characteristic of well-implemented inquiry-based instruction.
This sourceMeta-analytic evidence that well-implemented inquiry-based science instruction — particularly teacher-guided variants — produces robust gains on both content knowledge and inquiry competencies relative to traditional instruction.
- Mapped back: The watershed-partnership model demonstrates inquiry-based learning at scale in an applied context: students engage in the epistemic practices of environmental science (hypothesis formation, data collection, evidence interpretation, argumentation), conduct investigations anchored in authentic local phenomena, communicate findings to real stakeholders, and develop both disciplinary content knowledge (water quality, hydrology, pollution sources) and transferable inquiry competencies (data analysis, evidence-based reasoning) — outcome combinations the Furtak, Seidel, Iverson, and Briggs (2012) meta-analysis identifies as characteristic of well-implemented inquiry-based instruction.
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