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The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England

Jerrim, J; Oliver, M; Sims, SG; (2019) The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction , 61 pp. 35-44. 10.1016/j.learninstruc.2018.12.004. Green open access

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Abstract

Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative, linked survey and administrative data, we find little evidence that the frequency of inquiry-based instruction is positively associated with teenagers’ performance in science examinations. This finding is robust to the use of different measures of inquiry, different examinations/measures of attainment, across classrooms with varying levels of disciplinary standards and across gender and prior attainment subgroups.

Type: Article
Title: The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England
Open access status: An open access version is available from UCL Discovery
DOI: 10.1016/j.learninstruc.2018.12.004
Publisher version: https://doi.org/10.1016/j.learninstruc.2018.12.004
Language: English
Additional information: This version is the author accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions.
Keywords: PISA, Science, Enquiry-based instruction
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Learning and Leadership > Centre for Education Policy and Equalising Opportunities
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Social Research Institute
URI: https://discovery.ucl.ac.uk/id/eprint/10067762
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