More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science
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DOI: 10.1016/j.learninstruc.2018.02.006
Abstract: Abstract Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To… read more here.
Keywords: achievement; relationship inquiry; inquiry based; inquiry ... See more keywords