Return to Guided Inquiry strategy page.
Biggers, M. (2018). Questioning questions: Elementary teachers' adaptations of investigation questions across the inquiry continuum. Research in Science Education, 48(1), 1-28.
Chi, S., Liu, X., Wang, Z., & Won Han, S. (2018). Moderation of the effects of scientific inquiry activities on low SES students' PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education, 40(11), 1284-1304.
Fielding-Wells, J., O'Brien, M., & Makar, K. (2017). Using expectancy-value theory to explore aspects of motivation and engagement in inquiry-based learning in primary mathematics. Mathematics Education Research Journal, 29, 237-254.
FitzGerald, L. (2016). Does Guided Inquiry enhance learning and metacognition?. Synergy, 14(1).
Hwang, J., Choi, K. M., Bae, Y., & Shin, D. H. (2018). Do teachers' instructional practices moderate equity in mathematical and scientific literacy?: An investigation of the PISA 2012 and 2015. International Journal of Science and Mathematics Education, 16, 25-45.
Kohnke, S. (2022). Making Inquiry Accessible for Students with Disabilities. The Science Teacher, 89(5), 36-41.
Lazonder, A. W., & Harmsen, R. (2016). Meta-analysis of inquiry-based learning: Effects of guidance. Review of educational research, 86(3), 681-718.
O'Brien, M., Makar, K., & Fielding-Wells, J. (2015). How inquiry pedagogy enables teachers to facilitate growth mindsets in mathematics classrooms. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins (Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia) (pp. 469–476). Sunshine Coast: MERGA.
Post, T., & van der Molen, J. H. W. (2021). Effects of an inquiry-focused school improvement program on the development of pupils' attitudes towards curiosity, their implicit ability and effort beliefs, and goal orientations. Motivation and emotion, 45, 13-38.
Wilmes, S. E., & Siry, C. (2018). Interaction rituals and inquiry‐based science instruction: Analysis of student participation in small‐group investigations in a multilingual classroom. Science education, 102(5), 1107-1128.