Teaching science by inquiry: Assessment and learning

P. Tamir*, R. Stavy, N. Ratner

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

25 Scopus citations


The major assertion of this study is that teaching science by inquiry is feasible and desirable. The performance of three groups of 12th grade students (aged 16-17) was compared: Group 1 (n=22) majoring in physics who studied a conventional course; Group 2 (n=52) majoring in biology who studied an inquiry-oriented course; and Group 3 (n=50) who studied the same biology course but, in addition, studied basic concepts of scientific inquiry. Two tasks served as dependent variables; Group 1 had the lowest scores, roughly one standard deviation behind Group 2, Group 2, in turn, lagged 1 standard deviation behind Group 3. It was concluded that explicit instruction of inquiry is advantageous.

Original languageEnglish
Pages (from-to)27-32
Number of pages6
JournalJournal of Biological Education
Issue number1
StatePublished - 1998
Externally publishedYes


  • Assessment
  • Inquiry
  • Teaching


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