Research evidence on the benefits of IBL

Publisher:
Springer Berlin Heidelberg
Publication Type:
Journal Article
Citation:
ZDM Mathematics Education, 2013, 45 (6), pp. 811 - 822
Issue Date:
2013-01
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This paper describes the current state of knowledge of empirical studies in the broader sense dealing with inquiry-based learning (IBL) of mathematics and science subjects in schools and universities. The advantages, disadvantages, and effects on relevant outcomes that students can achieve in IBL classrooms are discussed from the aspect of further developing teaching quality. First, the conceptual aspects of IBL are considered briefly to show the background of the studies and the results are categorized. Secondly, references are given with explanations or possible reasons for the results that are not always consistent and, at times, even contradictory. Finally, conclusions from current studies including this overview are drawn with respect to open scientific questions.
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