Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
We checked this card's citation and the finding we state against the source's own page or record in October 2026.
What it found
Inquiry-based science teaching had a positive overall effect on learning. Studies where students did the reasoning work of science (explaining, arguing from evidence) had the largest effects, and teacher-led inquiry had much larger effects than inquiry led by students.
Effect size, as the source reports it: overall mean effect size .50; teacher-led activities about .40 larger than student-led.
What kind of study it is
- Design
- Meta-analysis
- Weight
- A synthesis: it pools or weighs many studies, so it carries the most weight on the evidence meter.
- Sample
- 37 experimental and quasi-experimental studies published 1996–2006
Read it
doi.org/10.3102/0034654312457206
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Cited in the Library
Cite this study
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
Checked against the source in October 2026. All studies · How we rate the evidence · Something wrong? Tell us.