Science inquiry and student diversity: Enhanced abilities and continuing difficulties after an instructional intervention

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Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, methodology): “This supports work by Lee et al. (2006), who also found cumulative effects from continuing inquiry science instruction across grade levels on proximal curriculum-aligned assessments.”
Teaching With and About Nature of Science, and Science Teacher Knowledge Domains (2013, background): “It could be seen that teaching with the social NOS entails the design and enactment of science learning environments that are commensurate with best practices associated with inquiry teaching and learning (Lee et al. 2006).”