Meta-Analysis of Inquiry-Based Learning

By Ard W. Lazonder, Ruth Harmsen. 2016

850 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8f7f48e06aea06e2b9437d5a9d1077e6ed3850a5

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Gamification in Science Education. A Systematic Review of the Literature (2021, positive): “A few studies have shown positive results in students’ science learning acquisition and improving cognitive and higher-order thinking abilities [83,84].”
The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (2019, methodology): “A global movement for improving science education in schools using more inquiry-based approaches has been evident for several years (see Bell, Urhahne, Schanze, & Ploetzner, 2010; Furtak et al., 2012; Lazonder & Harmsen, 2016; Minner et al., 2010).”
Implications for educational practice of the science of learning and development (2019, background): “…task, provided prompts, scaffolds, and explanations to support aspects of the task, and made task progress and learning visible to the learners (Lazonder & Harmsen, 2016 [d¼ .66 for effects of guidance on learning activities; d¼ .71 for effects on performance success; and d¼ .50 for effects on…”
The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019, result): “This view was supported in a meta-analysis of inquiry-based learning reporting “larger effect sizes were associated with more specific types of guidance” (Lazonder and Harmsen 2016, p. 704).”
Measuring scientific reasoning – a review of test instruments (2017, methodology): “According to a recent meta-analysis on the effects of guidance on inquiry learning by Lazonder and Harmsen (2016), these scientific concepts and methods are seen as necessary to engage in inquiry learning and as the main target for guidance.”
Traditional and Inquiry-Based Learning Pedagogy: A Systematic Critical Review (2018, background): “International Journal of Instruction, October 2018 ● Vol.11, No.4 Recent criticism on the prospect of inquiry-based learning was made by Lazonder and Harmsen (2016).”
Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems (2019, background): “This study brings PISA-based findings in line with mainstream theories of learning and empirical findings in science education (Furtak et al., 2016; Lazonder & Harmsen, 2016).”
Effects of flipping the classroom on learning outcomes and satisfaction: A meta-analysis (2019, background): “For example, in a meta-analysis by Lazonder and Harmsen (2016), it appeared that randomized experiments yielded significantly higher effects of guidance in inquiry-based learning on performance success than quasiexperiments.”
The impact of formative peer feedback on higher education students’ academic writing: a Meta-Analysis (2018, background): “Alternatively, they were based on the groups’ posttest scores (cf. Lazonder and Harmsen 2016) provided groups did not significantly differ at pretest.”
Evaluating the evidence base for evidence‐based instructional practices in chemistry through meta‐analysis (2020, background): “Lazonder and Harmsen (2016) examined the evidence for impact of “guidance” on three outcome metrics in an inquirybased learning science classroom for students between ages 5 and 22.”