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Download full textMiriam J. Rhodes; Adrie J. Visscher; Hanno van Keulen; Martine A. R. Gijsel – European Journal of STEM Education, 2024
This systematic literature review presents a review of the effects of integrated language arts, science and technology (ILS&T) instruction, with an inquiry- or design-based pedagogy, in elementary schools on student achievement. To this end, an overview of the characteristics of the 19 included studies and their interventions is first…
Descriptors: Elementary Education, Academic Achievement, Intervention, Language Arts
Peer reviewedVerhoeven, B. H.; Verwijnen, G. M.; Scherpbier, A. J. J. A.; Holdrinet, R. S. G.; Oeseburg, B.; Bulte, J. A.; van der Vleuten, C. P. M. – Medical Teacher, 1998
Compares the academic achievement of students from two Dutch medical schools, one employing problem-based learning (PBL) and one using non-PBL methods. No systematic differences were found on total test scores. Differences were demonstrated only at the level of individual questions. Results indicate that PBL and non-PBL instructional methods have…
Descriptors: Academic Achievement, Active Learning, Comparative Analysis, Comparative Testing
