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| dc.title | Inquiry and Problem Based Pedagogy: Evidence from 10 Field Experiments |
| dc.contributor.author | Näslund-Hadley, Emma |
| dc.contributor.author | Bando, Rosangela |
| dc.contributor.author | Gertler, Paul |
| dc.contributor.orgunit | Education Division |
| dc.contributor.orgunit | Office of Strategic Planning and Development Effectiveness |
| dc.coverage | Latin America |
| dc.date.available | 2018-12-20T00:00:00 |
| dc.date.issue | 2018-10-01T00:00:00 |
| dc.description.abstract | 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. |
| dc.identifier.doi | http://dx.doi.org/10.18235/0001491 |
| dc.identifier.url | https://publications.iadb.org/publications/english/document/2018OCT1-WP-Inquiry_and_Problem_Based_Pedagogy.pdf |
| dc.language.iso | en |
| dc.publisher | Inter-American Development Bank |
| dc.relation.series | Impact Evaluations |
| dc.subject | Education |
| dc.subject | Teaching of Mathematics |
| dc.subject | Teaching Effectiveness |
| dc.subject | Early Childhood Education |
| dc.subject.jelcode | I25 - Education and Economic Development |
| dc.subject.jelcode | I38 - Government Policy • Provision and Effects of Welfare Programs |
| dc.subject.jelcode | C93 - Field Experiments |
| dc.subject.jelcode | O15 - Human Resources • Human Development • Income Distribution • Migration |
| dc.type | Working Papers |