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Research evidence on the benefits of IBL

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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.

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Notes

  1. Expeditionary Learning and Co-nect provide school leaders and teachers with professional development, curriculum planning resources, and new school structures to boost student engagement, character, and achievement through ‘authentic learning’—linking school mathematics with real-life mathematics.

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Authors and Affiliations

  1. Technische Universitaet, Darmstadt, Germany

    Regina Bruder

  2. University of Technology, Sydney, Australia

    Anne Prescott

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  1. Regina Bruder
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  2. Anne Prescott
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Correspondence to Regina Bruder.

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Bruder, R., Prescott, A. Research evidence on the benefits of IBL. ZDM Mathematics Education 45, 811–822 (2013). https://doi.org/10.1007/s11858-013-0542-2

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