Explore the evidence
3 of 88 decisions · clear everything
Survives the gold standardIndependent, durable, rigorousThe debunked shelfCheap winsFor parents at homeFamous numbers, deflatedWhere we admit ignoranceThe terrain
domain
- early childhood5
- character3
- math3
- reading3
- science3
- assessment2
- foreign language2
- health2
- history civics2
- motor skills2
- practice2
- time2
- arts1
- behavior1
- class size1
- curriculum1
- deliberate practice1
- edtech1
- feedback1
- homeschool1
- homework1
- mastery1
- music1
- practical1
- retention1
- school structure1
- sport1
- talent1
- teachers1
- tutoring1
- writing1
confidence
layer
Your situation · from the applicability layer — absence means “not yet assessed,” never “doesn’t apply”
group / setting
outcome class
Guided inquiry is positive in 16 of 16 PISA regions and unguided inquiry negative in 18 of 20 — but the programmes built on that finding go to zero at scale: +0.22, then +0.01, then +0.02 on the same test.
mixedconf: mediumgc: low19/1927/48connected:Science content sequencingExplicit instruction vs discovery/Laboratory and practical work in sTeaching students to think scienti
Inquiry-based science teaching vs explicit and textbook science teaching · science · ages 8–18
Two reviews screened ~12,000 records and found one RCT and six quasi-experiments. What evidence exists favours interest (+0.12) over attainment (+0.01), and simulations match real apparatus.
mixedconf: mediumgc: lowLaboratory and practical work in school science · science · ages 5–18
Conceptual-change teaching reliably moves the test and nothing shows it removes the intuition. Corrected for design and publication bias, a taught unit is g≈0.64 and a refutation text g≈0.28.
mixedconf: mediumgc: lowScience misconceptions and conceptual change — can naive intuitions be taught away? · science · ages 6–18
The URL is the state — any view you build here is a permalink you can hand to someone mid-argument.