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A meta‐analysis of national research: Effects of teaching strategies on student achievement in science in the United States

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References

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2004How Large Are Teacher Effects?1,497 cited
1994Science teaching : the role of history and philosophy of science1,382 cited
2003Teacher Characteristics and Student Achievement Gains: A Review1,281 cited
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2002What Future Quantitative Social Science Research Could Look Like: Confidence Intervals for Effect Sizes539 cited
2004Design‐based science and student learning474 cited
1997How Science Takes Stock: The Story of Meta-Analysis250 cited
1998How Science Takes Stock: The Story of Meta-Analysis

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217 cited

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2009The relative effects and equity of inquiry‐based and commonplace science teaching on students' knowledge, reasoning, and argumentation339 cited
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2016Searching for a common ground – A literature review of empirical research on scientific inquiry activities258 cited
2017Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries211 cited
2012Effects of Autonomy-Supportive Teaching on Student Learning and Motivation203 cited
2016Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study189 cited
2015The Effects of Inquiry Teaching on Student Science Achievement and Attitudes: Evidence from Propensity Score Analysis of PISA Data167 cited
2018What Is Inquiry-Based Science Teaching and Learning?143 cited
2016Inquiry-based science education: towards a pedagogical framework for primary school teachers134 cited
2016Trends in research on project-based science and technology teaching and learning at K–12 levels: a systematic review131 cited
2018More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science131 cited
2019Moving towards engaged learning in STEM domains; there is no simple answer, but clearly a road ahead131 cited
2022Effect of active learning versus traditional lecturing on the learning achievement of college students in humanities and social sciences: a meta-analysis130 cited
2011The Relationship Between Team Discourse, Self‐Efficacy, and Individual Achievement: A Sequential Mixed‐Methods Study127 cited
2014How to Support Primary Teachers’ Implementation of Inquiry: Teachers’ Reflections on Teaching Cooperative Inquiry-Based Science122 cited