Although previous meta-analyses have indicated a connection between
inquiry-based teaching and improved student learning, the type of instruction
characterized as inquiry based has varied greatly, and few have focused on
the extent to which activities are led by the teacher or student. This metaanalysis
introduces a framework for inquiry-based teaching that distinguishes
between cognitive features of the activity and degree of guidance
given to students. This framework is used to code 37 experimental and quasiexperimental
studies published between 1996 and 2006, a decade during
which inquiry was the main focus of science education reform. The overall
mean effect size is .50. Studies that contrasted epistemic activities or the
combination of procedural, epistemic, and social activities had the highest
mean effect sizes. Furthermore, studies involving teacher-led activities had
mean effect sizes about .40 larger than those with student-led conditions. The
importance of establishing the validity of the treatment construct in metaanalyses
is also discussed.
Although previous meta-analyses have indicated a connection between
inquiry-based teaching and improved student learning, the type of instruction
characterized as inquiry based has varied greatly, and few have focused on
the extent to which activities are led by the teacher or student. This metaanalysis
introduces a framework for inquiry-based teaching that distinguishes
between cognitive features of the activity and degree of guidance
given to students. This framework is used to code 37 experimental and quasiexperimental
studies published between 1996 and 2006, a decade during
which inquiry was the main focus of science education reform. The overall
mean effect size is .50. Studies that contrasted epistemic activities or the
combination of procedural, epistemic, and social activities had the highest
mean effect sizes. Furthermore, studies involving teacher-led activities had
mean effect sizes about .40 larger than those with student-led conditions. The
importance of establishing the validity of the treatment construct in metaanalyses
is also discussed.
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