Experimental and Quasi-Experimental Studies of Inquiry-Based Science
01 Jan 2013-
TL;DR: In this article, a meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students, which is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006.
Abstract: Although previous meta-analyses have indicated a connection between inquiry-based teaching and improved student learning, the type of instruction characterized as inquiry based has varied greatly, and few have focused on the extent to which activities are led by the teacher or student. This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students. This framework is used to code 37 experimental and quasi-experimental studies published between 1996 and 2006, a decade during which inquiry was the main focus of science education reform. The overall mean effect size is .50. Studies that contrasted epistemic activities or the combination of procedural, epistemic, and social activities had the highest mean effect sizes. Furthermore, studies involving teacher-led activities had mean effect sizes about .40 larger than those with student-led conditions. The importance of establishing the validity of the treatment construct in meta-analyses is also discussed.
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2,670 citations
TL;DR: There was a moderate mean effect size of 0.523 for the application of mobile devices to education and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies.
Abstract: Mobile devices such as laptops, personal digital assistants, and mobile phones have become a learning tool with great potential in both classrooms and outdoor learning. Although there have been qualitative analyses of the use of mobile devices in education, systematic quantitative analyses of the effects of mobile-integrated education are lacking. This study performed a meta-analysis and research synthesis of the effects of integrated mobile devices in teaching and learning, in which 110 experimental and quasiexperimental journal articles published during the period 1993-2013 were coded and analyzed. Overall, there was a moderate mean effect size of 0.523 for the application of mobile devices to education. The effect sizes of moderator variables were analyzed and the advantages and disadvantages of mobile learning in different levels of moderator variables were synthesized based on content analyses of individual studies. The results of this study and their implications for both research and practice are discussed. This is a meta-analysis and research synthesis study for mobile-integrated education.110 published journal articles that were written over a 20-year period were coded and analyzed.The application of mobile devices to education has a moderate mean effect size.The effect sizes of moderator variables were analyzed.The benefits and drawbacks of mobile learning were synthesized.
1,040 citations
TL;DR: In this article, a systematic literature review was conducted to identify and summarise the core features of inquiry-based learning by means of a systematic review and developed a synthesized inquiry cycle that combines the strengths of existing Inquiry-Based Learning frameworks.
972 citations
TL;DR: In this paper, the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research, are drawn out.
Abstract: This article draws out the implications for school and classroom practices of an emerging consensus about the science of learning and development, outlined in a recent synthesis of the research. Si...
807 citations
TL;DR: In this article, a meta-analysis was conducted to compare the effectiveness of different types of guidance for different age categories and found that the type of guidance moderated the effects on performance success but not on the other two outcome measures.
Abstract: Research has consistently shown that inquiry-based learning can be more effective than other, more expository instructional approaches as long as students are supported adequately. But what type of guidance is adequate, and for whom? These questions are difficult to answer as most previous research has only focused on one type of guidance and one type of learner. This meta-analysis therefore synthesized the results of 72 studies to compare the effectiveness of different types of guidance for different age categories. Results showed facilitative overall effects of guidance on learning activities (d = 0.66, 95% CI [0.44, 0.88]), performance success (d = 0.71, 95% CI [0.52, 0.90]), and learning outcomes (d = 0.50, 95% CI [0.37, 0.62]). Type of guidance moderated the effects on performance success but not on the other two outcome measures. Considerable variation was found in the effects of guidance on learning activities, but the relatively low number of studies do not allow for any definitive conclusion on possible age-related differences.
480 citations
References
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01 Jan 2001TL;DR: In this article, the authors present experiments and generalized Causal inference methods for single and multiple studies, using both control groups and pretest observations on the outcome of the experiment, and a critical assessment of their assumptions.
Abstract: 1. Experiments and Generalized Causal Inference 2. Statistical Conclusion Validity and Internal Validity 3. Construct Validity and External Validity 4. Quasi-Experimental Designs That Either Lack a Control Group or Lack Pretest Observations on the Outcome 5. Quasi-Experimental Designs That Use Both Control Groups and Pretests 6. Quasi-Experimentation: Interrupted Time Series Designs 7. Regression Discontinuity Designs 8. Randomized Experiments: Rationale, Designs, and Conditions Conducive to Doing Them 9. Practical Problems 1: Ethics, Participant Recruitment, and Random Assignment 10. Practical Problems 2: Treatment Implementation and Attrition 11. Generalized Causal Inference: A Grounded Theory 12. Generalized Causal Inference: Methods for Single Studies 13. Generalized Causal Inference: Methods for Multiple Studies 14. A Critical Assessment of Our Assumptions
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18 Aug 2000TL;DR: This paper presents a meta-analysis procedure called “Meta-Analysis Interpretation for Meta-Analysis Selecting, Computing and Coding the Effect Size Statistic and its applications to Data Management Analysis Issues and Strategies.
Abstract: Introduction Problem Specification and Study Retrieval Selecting, Computing and Coding the Effect Size Statistic Developing a Coding Scheme and Coding Study Reports Data Management Analysis Issues and Strategies Computational Techniques for Meta-Analysis Data Interpreting and Using Meta-Analysis Results
6,930 citations
TL;DR: In this article, the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert-novice differences, and cognitive load, and it is shown that the advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance.
Abstract: Evidence for the superiority of guided instruction is explained in the context of our knowledge of human cognitive architecture, expert–novice differences, and cognitive load. Although unguided or minimally guided instructional approaches are very popular and intuitively appealing, the point is made that these approaches ignore both the structures that constitute human cognitive architecture and evidence from empirical studies over the past half-century that consistently indicate that minimally guided instruction is less effective and less efficient than instructional approaches that place a strong emphasis on guidance of the student learning process. The advantage of guidance begins to recede only when learners have sufficiently high prior knowledge to provide "internal" guidance. Recent developments in instructional research and instructional design models that support guidance during instruction are briefly described.
5,199 citations