Research evidence on the benefits of IBL

Bruder, R; Prescott, A

Research evidence on the benefits of IBL

Bruder, R Prescott, A

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Publication Type:: Journal Article
Citation:: ZDM - International Journal on Mathematics Education, 2013, 45 (6), pp. 811 - 822
Issue Date:: 2013-11-01

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Field	Value	Language
dc.contributor.author	Bruder, R	en_US
dc.contributor.author	Prescott, A https://orcid.org/0000-0001-7976-3438	en_US
dc.date.issued	2013-11-01	en_US
dc.identifier.citation	ZDM - International Journal on Mathematics Education, 2013, 45 (6), pp. 811 - 822	en_US
dc.identifier.issn	1863-9690	en_US
dc.identifier.uri	http://hdl.handle.net/10453/26928
dc.description.abstract	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. © 2013 FIZ Karlsruhe.	en_US
dc.relation.ispartof	ZDM - International Journal on Mathematics Education	en_US
dc.relation.isbasedon	10.1007/s11858-013-0542-2	en_US
dc.title	Research evidence on the benefits of IBL	en_US
dc.type	Journal Article
utslib.citation.volume	6	en_US
utslib.citation.volume	45	en_US
utslib.for	130202 Curriculum and Pedagogy Theory and Development	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
pubs.organisational-group	/University of Technology Sydney/Strength - STEM Education Futures
utslib.copyright.status	closed_access
pubs.issue	6	en_US
pubs.publication-status	Published	en_US
pubs.volume	45	en_US

Abstract:

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. © 2013 FIZ Karlsruhe.

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http://hdl.handle.net/10453/26928