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

Date: 
Thursday, January 1, 2015
Resource Type:
Research Brief | Research Products
Environment Type: 
Informal/Formal Connections, K-12 Programs
Audience: 
Youth/Teen (up to 17) | Educators/Teachers | Learning Researchers
Discipline: 
General STEM | Literacy | Nature of science
Organization:
University of Washington, Afterschool Alliance
Description: 

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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