Bitte verwenden Sie diesen Link, um diese Publikation zu zitieren, oder auf sie als Internetquelle zu verweisen: https://hdl.handle.net/10419/208153 
Erscheinungsjahr: 
2018
Schriftenreihe/Nr.: 
IDB Working Paper Series No. IDB-WP-958
Verlag: 
Inter-American Development Bank (IDB), Washington, DC
Zusammenfassung: 
We analyze evidence from 10 at-scale field experiments in four countries on the effect of inquiry- and problem-based pedagogy (IPP) on students' math and science test scores. IPP creates active problem solving opportunities in settings that derive meaning to the child. Students learn by collaboratively solving real life authentic problems, developing explanations, and communicating ideas. We find that IPP increased math test scores by 0.18 standard deviations and science test scores by 0.16 standard deviations after 7 months. Moreover, the results are robust across a wide set of geographic, socio-economic, and cultural, age/grade, and teacher background contexts.
Schlagwörter: 
Education
pedagogy
teacher effectiveness
mathematics
science
elementary education
inquiry-based learning
problem-based learning
early education
JEL: 
C93
I25
I38
O15
Persistent Identifier der Erstveröffentlichung: 
Creative-Commons-Lizenz: 
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Dokumentart: 
Working Paper

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