Fifth Graders' Science Inquiry Abilities: A Comparative Study of Students in Hands-On and Textbook Curricula.

By J. Pine, Pamela R. Aschbacher, Ellen J. Roth, Matthew G. Jones, C. McPhee, C. Martín, Scott B. Phelps, T. Kyle, B. Foley. 2006

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Curriculum design for inquiry: Preservice elementary teachers' mobilization and adaptation of science curriculum materials (2010, background): “Second, it is necessary to understand the degree to which the enacted lessons are inquiry-based and consistent with planned lessons, especially since some research suggests elementary teachers’ enactments of inquiry-based science curriculum materials may sometimes be ineffective (Pine et al., 2006).”
Experimental Evaluations of Elementary Science Programs: A Best-Evidence Synthesis (2014, background): “…to the more sophisticated understandings of scientific process that are the targets of these inquiry-oriented approaches, but the studies by Pine et al. (2006) and K. Borman et al. (2009) used (in addition to traditional tests) well-designed measures in which students had to demonstrate…”
Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. (2008, result): “By contrast, Pine et al. (2006) found no significant differences in achievement in investigative tasks between 5th grade students in a hands-on inquiry science curriculum and those receiving a textbook-based curriculum.”