Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching

By Erin Marie Furtak, Tina Seidel, H. Iverson, Derek C. Briggs. 2012

949 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/cac0e7181d70bf75c4f39262cc28dc5521a55470

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Impact of Additional Guidance in Science Education on Primary Students’ Conceptual Understanding (2015, background): “Furtak et al. (2012) distinguished between a cognitive and a guidance dimension of inquiry.”
Handbook of Research on Learning and Instruction (2011, background): “Practice effectiveness, however, is related to how it is structured and the type, timing, and amount of feedback the learner receives while practicing (French, Rink, Rikard, Mays, Lynn, & Werner, 1991).”
Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems (2019, result): “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).”
Meta-Analysis of Inquiry-Based Learning (2016, result): “…consistent with recent research integrations comparing guided and unguided inquiry learning with other instructional methods (Alfieri et al., 2011; Furtak et al., 2012) and corroborate the conclusion of related meta-analyses that addressed the issue of guidance from a slightly different…”
Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross-National Analysis Using PISA 2006 (2014, background): “In a recent meta-analysis, Furtak et al. (2012) reported that teacher-guided inquiry appears to be more effective in supporting student learning than student-led or traditional lessons.”
Putting PjBL to the Test: The Impact of Project-Based Learning on Second Graders’ Social Studies and Literacy Learning and Motivation in Low-SES School Settings (2020, background): “For example, in a meta-analysis of 37 studies examining the impact of inquiry-based science education, Furtak et al. (2012) found that although inquiry-based pedagogy is effective in general, with an overall mean effect size (ES) of 0.50, approaches that included teacher-led activities had mean ESs…”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, positive): “With regard to achievement, meta-analyses have been conducted by Schroeder, Scott, Tolson, Huang, and Lee (2007), and by Furtak, Seidel, Iverson, and Briggs (2012).”
Findings from a Pre-kindergarten Classroom: Making the Case for STEM in Early Childhood Education (2017, neutral): “…Ministry of Education BCME, 2008; Ontario’s Full-Day Early Learning–Kindergarten Program, OME, 2010), and the relevant, although limited, literature (e.g. Furtak et al., 2012; Hardy et al., 2006; Leuchter et al., 2014; Marshall, Horton & White, 2009; Roth et al., 2013; Trundle & Saçkes, 2012).”
The effects of integrating mobile devices with teaching and learning on students' learning performance: A meta-analysis and research synthesis (2016, methodology): “For experimental or quasiexperimental research with pretests, it was proposed that the pretest should be taken into consideration instead of using the posttest in order to mitigate possible selection bias (Furtak, Seidel, Iverson, & Briggs, 2012; Morris, 2008).”