Experimental evaluations of elementary science programs: A best-evidence synthesis - Slavin, R. E.; Lake, C.; Hanley, P.; Thurston, A. (2014)
meta-analysis; evidence grade B

Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems - Aditomo, A; Klieme, E (2020)
longitudinal; evidence grade D

Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002 - Minner, DD; Levy, AJ; Century, J (2010)
review; evidence grade D

A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States - Schroeder, CM; Scott, TP; Tolson, H; Huang T-Y; Lee Y-H (2007)
meta-analysis; evidence grade C

More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science - Teig, N; Scherer, R; Nilsen, T (2018)
longitudinal; evidence grade D

Is Inquiry-Based Science Teaching Worth the Effort? - Zhang, L (2016)
critique; evidence grade D

The Efficacy of Student-Centered Instruction in Supporting Science Learning - Granger, EM; Bevis, TH; Saka, Y; Southerland, SA; Sampson, V; Tate, RL (2012)
rct; evidence grade B

Impact of project-based curriculum materials on student learning in science: Results of a randomized controlled trial - Harris, CJ; Penuel, WR; D'Angelo, CM; DeBarger, AH; Gallagher, LP; Kennedy, CA; Cheng, BH; Krajcik, JS (2015)
rct; evidence grade C

Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform - Geier, R; Blumenfeld, PC; Marx, RW; Krajcik, JS; Fishman, B; Soloway, E; Clay-Chambers, J (2008)
quasi-experiment; evidence grade D

Assessing the Effect of Project-Based Learning on Science Learning in Elementary Schools - Krajcik, J; Schneider, B; Miller, EA; Chen I-C; Bradford, L; Baker, Q; Bartz, K; Miller, C; Li, T; Codere, S; Peek-Brown, D (2023)
rct; evidence grade B

Examining the effects of a highly rated science curriculum unit on diverse students: Results from a planning grant - Lynch, S; Kuipers, J; Pyke, C; Szesze, M (2005)
rct; evidence grade C

The relative effects and equity of inquiry-based and commonplace science teaching on students' knowledge, reasoning, and argumentation - Wilson, CD; Taylor, JA; Kowalski, SM; Carlson, J (2010)
rct; evidence grade C

The Impact of Project-Based Learning on AP Exam Performance - Saavedra, AR; Lock Morgan, K; Liu, Y; Garland, MW; Rapaport, A; Hu, A; Hoepfner, D; Haderlein, SK (2022)
rct; evidence grade B

Thinking, Doing, Talking Science: Evaluation report and executive summary - Hanley, P; Slavin, R; Elliott, L (2015)
rct; evidence grade B

Thinking, Doing, Talking Science: Evaluation report and executive summary - Kitmitto, S; González, R; Mezzanote, J; Chen, Y (2018)
rct; evidence grade A

Thinking, Doing, Talking Science (second re-grant – a two-armed, cluster randomised trial): Evaluation report - Robinson-Smith, L; Fairhurst, C; Tracey, L; Fountain, I; Whiteside, K; Davill, T; Hugill-Jones, J; Turkenburg van-Diepen, M; Brakovic-Thomas, M; Bottomley-Wise, R; Hanley, P; Elliott, L; et al. (2025)
rct; evidence grade A

Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis - Furtak, E. M.; Seidel, T.; Iverson, H.; Briggs, D. C. (2012)
meta-analysis; evidence grade C

PISA 2015 Results (Volume II): Science Teaching Practices and Scientific Literacy - OECD (2016)
longitudinal; evidence grade D

The Relationship Between Inquiry-Based Teaching and Students' Achievement: Longitudinal PISA Evidence from England - Jerrim, J.; Oliver, M.; Sims, S. (2019)
longitudinal; evidence grade D