Traditional vs. Research-Based: Which Approach is Better in STEM?

Contents:

• Comparative analysis of traditional and research methods of approach
• Disagreements between theorists and practitioners
• Research on the effectiveness of various teaching methods
• Additional aspects determining the success of various teaching methods
• Basic rules for a successful learning process
• Practical advice for teachers

For a long time, teachers have been debating which approach to teaching STEM disciplines - natural sciences, technology, engineering, and mathematics - is more effective: traditional or inquiry-based. These teaching methods differ significantly in the level of student engagement and independence.

Comparative analysis of traditional and inquiry-based approaches

Traditional teaching, also known as direct teaching, is referred to in Russian pedagogical practice as "explanatory-illustrative." This approach is aimed at conveying to students already formed knowledge that they must assimilate and remember. Basic forms of learning activity include listening, reading, and reproducing mastered material. However, direct instruction is not limited to passive acquisition of knowledge. This method can also involve solving practical problems and conducting experiments. However, in this approach, such activities occur after explanations and serve to reinforce and demonstrate the material discussed by the teacher or studied by the student in the textbook. Inquiry-based learning assumes that students independently "extract" or create new knowledge, rather than receiving it pre-formed from the teacher. The main characteristics of this teaching method are as follows:

• emphasis on the conclusions that students draw independently, based on their research;
• students share the results of their research projects, experiences, and constructive criticism.

Disagreements between theorists and practitioners

Recently, in the United States and several other countries, the opinion has arisen that the inquiry-based approach to learning is preferable for teaching STEM disciplines. However, in recent years, scientific articles have increasingly expressed the opinion that traditional direct instruction is more effective.

In 2022, one of the most recent scientific articles on this topic was published in the journal Educational Psychology Review. The authors include renowned experts in the field of instructional design, such as John Sweller, the founder of cognitive load theory, and Paul Kirschner, known as the co-author of the book "Ten Steps to Integrated Learning." In their work, they, along with other colleagues, express criticism of the educational policies of those countries where the inquiry-based approach is considered the main standard for teaching STEM subjects.

The authors of this critical work note that the following methods are often used to prove the advantages of inquiry-based learning over the traditional approach: innovative educational methods are introduced in a classroom for a certain period of time, for example, several weeks, and then student achievement is analyzed before and after the implementation. Or new approaches are used in one class, while they remain the same in another, after which the results of these classes are compared.

The essence of the problem is that such studies do not take into account and do not analyze other circumstances that could affect the validity of the experiment. Therefore, it is impossible to draw clear conclusions about the effectiveness of a particular method based on such data.

The authors note that the results of experiments with control groups and analysis of relationships across a wide range of data show that relying solely on a research method is insufficient. Without active learning, students fail to achieve a key educational goal—they fail to understand and master basic scientific concepts.

In In 2023, a paper by a group of international researchers was published in the journal Educational Research Review challenging the conclusions reached by Kirschner, Sweller, and their colleagues. They argue that the evidence presented by the authors is not only incomplete but also, in some cases, incorrect. In their review of the scientific literature, entitled “Let’s Talk About Evidence: The Case for Combining Exploratory and Direct Instruction,” the researchers analyzed the following aspects:

• What do the results of different studies actually show about the effectiveness of different teaching methods? There are several approaches to analysis: controlled studies, which use experimental and control groups; correlational studies, which examine relationships by analyzing large data sets, such as the results of international PISA tests; and program-based studies, as discussed in the 2022 article, in which new teaching methods are implemented for a set period and then student performance is compared before and after the implementation of these methods.
• The effectiveness of different teaching methods is influenced by many factors and environmental conditions. These factors include, first and foremost, the characteristics of the learners themselves, including their motivation, prior experience, and individual learning preferences.

  Furthermore, learning environment characteristics, such as organizational conditions, available resources and technologies, and social interactions between participants, play an important role. External circumstances, including cultural and economic factors, can also significantly influence how learning is implemented and what outcomes it produces.

  Factors related to the learning content itself, such as its relevance, complexity, and alignment with learners' expectations, are no less significant. All of these elements are interconnected and can either promote or hinder the successful acquisition of knowledge and skills.

We share the results of the research team, as well as their advice for teachers.

Research on the Effectiveness of Different Teaching Methods

Initially, the researchers turned to meta-analyses conducted over the years that analyzed the results of controlled studies.

A 2011 study based on 164 different studies demonstrated that classical teaching methods provide better results than students' independent research activities without the help of a teacher. However, when teachers actively guided and facilitated the inquiry process, students demonstrated significantly higher achievement compared to other learning methods.

Similar results were found in a 2012 meta-analysis, which found that inquiry-based learning is generally more effective than traditional methods. Especially significant positive changes were observed when students worked under teacher guidance. The importance of scaffolding—the process in which a student receives help from a teacher in solving problems—was also supported by meta-analyses conducted in 2016 and 2017, which emphasized its role in inquiry-based learning.

In 2014, a group of scientists analyzed 59 research articles that examined the effectiveness of interactive simulations compared to traditional teaching methods. The results showed that teacher-guided virtual experiments produced higher results than both independent student activities and standard lessons with explanations of the material.

The correlation studies relied primarily on PISA 2015 testing data. This questionnaire included a question about the frequency of research activities in the classroom. However, as the authors of the review point out, it is impossible to determine from the students' responses whether they mean experiments for the formation of knowledge or standard experiments by research, and it is also impossible to assess the quality of the research activities conducted.

Thus, a preliminary conclusion can be drawn: an inquiry-based approach to learning is more effective than traditional methods. An important aspect is that students should not engage in research activities entirely on their own; they require support and guidance from a teacher.

There are numerous studies showing that frequent participation in scientific activities can negatively impact academic performance in relevant STEM subjects (for example, one such study was conducted in 2021). However, scientists emphasize that the connection between these phenomena is not straightforward—hands-on experiments in the educational process do have a positive impact, but only if they are conducted selectively, and not in every lesson. For example, a 2016 study based on PISA 2015 data shows that students who receive most of their information from a teacher and only occasionally engage in independent research perform the best in STEM subjects. The authors suggest that this may be because explanations of scientific concepts provide the necessary foundation for students to extract maximum benefit from experiments.

The PISA 2015 data also highlight the importance of teacher support. According to a 2021 study, students who receive teacher guidance during research activities perform the most effectively in STEM subjects. Conversely, students who receive insufficient teacher support have less beneficial effects from classroom experiments.

The authors of the review do not share the criticism that Kirschner, Sweller, and their colleagues have leveled at studies classified as "program-based." They believe that while such studies cannot completely rule out the influence of many external factors, this problem is also inherent in traditional teaching. Therefore, it is quite reasonable to compare the two approaches based on their practical implementation. Typically, the findings of such studies favor inquiry-based learning methods or do not reveal significant differences between experimental and traditional approaches.

Additional aspects determining the success of various teaching methods

The authors of this review concluded that rather than considering the effectiveness of various teaching methods in isolation, it is necessary to focus on factors that can both improve and worsen the effectiveness of certain approaches. Previous meta-analyses have already demonstrated that the role of the teacher significantly increases the results of inquiry-based learning. However, what other conditions should be taken into account in this context?

In 2022, scientists from Sweden discovered four categories of factors that influence the effectiveness of different educational approaches.

• those concerning the student are academic performance, intellectual abilities, as well as the basic knowledge that he already has;
• those concerning the teacher are his professional activity, deep knowledge in a particular field, as well as the ability to apply specific teaching methods;
• Among the key factors influencing the educational process, one can highlight the composition and number of students in the class, as well as the general atmosphere existing in the classroom.
• Among the factors determining the content, one can highlight the subject of the study and the level of quality of the educational program.

It is worth noting that the list of factors influencing the learning of an individual is, in fact, much more extensive. In this context, we previously discussed the various aspects that can impact a student's success at school. The list above mentions only those elements that are directly related to the learning process.

The authors of the review identified the most important aspects that can influence the success of both inquiry-based and traditional teaching methods.

Not all topics can be effectively learned through experiments. The authors of the review argue that such strict facts as chemical formulas or calculation algorithms should be presented to students in a direct and clear manner.

At the same time, the inquiry-based method helps to better master the material and apply it in various situations when:

• it is impossible to fully express the topic solely through factual data;
• In this area, there may be various interpretations, as well as common misconceptions.

The authors of this review emphasize that the goals set during the learning process are much more significant than the subject area itself. As far back as the 20th century, instructional design experts offered recommendations such as:

• direct knowledge transfer is appropriate when the primary learning objective is the acquisition of new information;
• The inquiry-based method is recommended, especially when the priority is the understanding and practical application of acquired knowledge.

Modern scholars also share this point of view. In 2017, educators such as Douglas Fisher, Nancy Frey, and John Hattie, whom we mentioned in connection with their work "Teaching in Any Context," suggested choosing teaching strategies depending on the type of knowledge that needs to be developed in the learner: this can be superficial knowledge, deep knowledge, or skills ready for application in various situations. Methods based on experiential learning have proven to be particularly effective for achieving deep and practical knowledge.

The effectiveness of inquiry-based learning is largely determined by the knowledge students already have. This is not a new idea: back in the 1980s, psychologist Robert Gagné proposed a hierarchical model of cognitive skills, demonstrating that to master more complex skills, such as problem solving, a person must first master the basic skills.

Therefore, experts in the field (such as in this source) advise introducing students to the basic aspects of a topic first. This will enable them to more successfully formulate hypotheses, conduct experiments, and process their data.

However, this does not imply that students must have an in-depth knowledge of the topic to effectively use inquiry-based learning. A 2022 study found that students with only a limited understanding of the topic benefited more from instructor facilitation in the inquiry process than their peers with more advanced knowledge.

Similar findings were found in a 2014 study. College students who struggled academically significantly improved their grades after taking a math course that included research with active instructor support. However, those who simply listened to lectures showed no such improvement. Importantly, the results of students with average and high achievement were unaffected by the chosen instructional method.

There is another condition that, although it may seem obvious, sometimes remains out of sight: for successful learning based on an inquiry-based approach It's important for students to have the skills to conduct research effectively. This assertion is supported by research conducted by Estonian scientists. In other words, you can't simply assign a class or group of students an assignment and expect them to somehow devise and carry out an experiment or collect enough data and summarize it adequately. First and foremost, they need to be taught the basics of research methodology.

This is undeniable: in addition to specialized knowledge in a particular field, there are other aspects related to the student that influence the effectiveness of various teaching methods.

One key aspect is reading literacy. There is a clear link between a high level of text comprehension and the ability to conduct research. If a student is unable to grasp the essence of the assignment, how will they be able to conduct a mini-research to solve it? The same is true for the fundamentals of mathematics, including skills such as comparison, measurement, classification, and calculation.

Analyses conducted among high school and university students have shown that the success of using research methods and, in general, the students' ability to form new knowledge depends on their intellectual level, as well as inhibitory control. Inhibitory control refers to the ability to regulate one's impulses and automatic reactions, i.e., the level of self-regulation. In other words, the research method is most effective for those students who are already quite good at managing their attention and are able to organize their activities.

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Various cognitive abilities play an important role in achieving academic success. Key skills include attention, memory, critical thinking, and problem-solving. Attention allows you to focus on the learning material without being distracted by extraneous factors. It can be developed through meditation practices, as well as special exercises that help improve concentration. Memory, in turn, is necessary for memorizing and recalling information. Effective methods for improving it include using mnemonic devices, creating associations, and regularly reviewing the material studied. Critical thinking helps you analyze information and draw informed conclusions. To develop this skill, it is useful to participate in discussions, solve logical problems, and explore different points of view on the same topic. Problem-solving ability includes the ability to apply knowledge in practice. This can be developed by solving practical problems, participating in projects, and studying real-world cases, which allows you to apply theory in practice.

Thus, systematically working on these cognitive skills will significantly increase the chances of successfully mastering the educational material.

In 2007, scientists concluded that students' success in scientific work is also influenced by their self-efficacy, that is, confidence in their own abilities and ability to achieve success in a particular field.

A study conducted in 2022 found that direct knowledge transfer is more effective than the process of its formation through students' independent research. However, a deeper examination of this topic revealed that this statement is true only for students with low self-efficacy, that is, those who are not very confident in their abilities.

On the positive side, providing support to those who doubt their abilities can significantly increase their self-confidence. In other words, successful inquiry-based learning requires the creation of appropriate conditions and appropriate support. Students should not be left unsupervised; only then will the process be effective. Consider the results of an experiment conducted in 2007. Students with high self-efficacy initially showed greater interest in inquiry tasks, such as data collection, than their less confident peers. However, participants with low self-efficacy showed a significant increase in engagement during subsequent lessons, and by the fourth lesson, the differences in their inquiry behavior with their more confident peers had virtually disappeared. The authors of the study note that students who initially experienced doubts about their abilities gained a positive experience in completing the tasks, which contributed to increased confidence in subsequent lessons.

Basic Rules for a Successful Learning Process

From the above, it becomes obvious that the best results are achieved through the use of a combination of traditional and research-based methods.

A lesson or even a complete educational program can be built on a specific approach, be it traditional or research-based. However, as the authors of the review emphasize, for effective learning, it is recommended to integrate additional strategies and activities.

There are many ways to integrate research-based and traditional educational practices. For example, you can begin with an experiment that precedes the teacher's explanation. This approach helps activate students' existing knowledge and engages them in the process, demonstrating the importance of the topic at hand.

One example of an effective approach is the "productive failure" strategy. In this method, students attempt to independently solve a given task or problem, actively applying their knowledge and skills, generating new ideas, and making mistakes along the way. The teacher then provides an explanation focused on addressing any difficulties encountered and answering students' questions. At the end of the research lesson, it's helpful to discuss with students their achievements and conclusions, and then introduce them to the scientific basis on which these results are based. An alternative method involves prior instruction prior to the research activity. For example, this could involve explaining theoretical aspects: this way, students gain the foundational knowledge that will help them maximize the benefits of subsequent research. In addition, the teacher can begin with developing the basic skills necessary for successfully conducting experiments.

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Which approach to teaching is more effective: first presenting theoretical material and then offering a task for practice, or starting with a practical task and then moving on to theory?

Finally, direct knowledge transfer can be part of inquiry-based learning—in this format, students receive explanations from the teacher directly during experiments. In 2004, scientists found that this method promotes higher learning outcomes compared to a situation where explanations are absent. Furthermore, a 2010 study demonstrated that providing information about the subject matter both before and during experiments is more effective than only a preliminary explanation before the start of the investigation.

However, when combining different educational strategies and activities, it is important to maintain a balance. Research conducted by German scientists in 2013 found that students who simultaneously received two types of learning support during inquiry activities—help with data interpretation and self-regulation—showed lower performance compared to their peers who received support in only one direction. This is due to mental overload: the presence of two types of support increased the amount of information that students had to process in their working memory, which negatively impacted the learning process.

The authors of this review emphasize that the problem of choosing and combining teaching methods and support that will be most beneficial for students remains extremely complex and requires further research. However, they believe that existing scientific evidence supports the need to consider the individual characteristics and needs of students.

Online educational platforms, including virtual labs and virtual reality simulations that rely on an adaptive approach and provide automatic feedback, can significantly assist educators in addressing this challenge. Researchers note significant opportunities associated with the implementation of artificial intelligence: modern AI systems are capable of providing students with personalized recommendations and guiding and supporting them in inquiry-based learning. In addition, they can track student activity in the virtual lab and generate reports for the teacher.

When students encounter problems, it is critical that the teacher provides them with the necessary help in a timely manner.

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Principles of evidence-based education in the field EdTech: The Example of Yandex Practicum

Evidence-based education, actively implemented in educational technologies, is based on data and research that ensure the effectiveness of the learning process. In this context, Yandex Practicum serves as a shining example of the successful implementation of such approaches.

The project is focused on practical training, with an emphasis on acquiring real-world skills in demand in the labor market. The program is designed based on an analysis of employer needs and trends in various industries, allowing students to gain precisely the knowledge they will need in the future.

Using modern assessment and feedback methods, Yandex Practicum actively monitors the progress of its students. By combining theoretical foundations with practical assignments, students can not only absorb the material but also apply it in real-world projects. This creates additional motivation and promotes a deeper understanding of the subject.

Furthermore, using data to optimize learning processes allows for program adjustments based on the analysis results. Thus, "Yandex Praktikum" demonstrates how evidence-based education can transform the approach to teaching, making it more adaptive and effective for students.

Practical Tips for Teachers

Based on a thorough study of scientific publications, the authors of the review offered a number of recommendations for teachers:

• It is important to keep in mind both the educational goals and the content of the educational process. The inquiry-based learning method is particularly effective when it is necessary not only to deeply assimilate the material, but also to develop students' skills in applying their acquired knowledge to solve various problems. This is especially true for complex and multi-faceted topics. At the same time, for the transmission of accurate and logically organized information, a traditional teaching approach based on direct knowledge transfer is most likely to be the most appropriate.
• It is necessary to ensure that students have all the necessary knowledge and skills before beginning inquiry-based learning. This includes both fundamental subject knowledge and specific research methods. If students are not yet able to independently derive knowledge from experiments, they must be provided with the necessary foundations through direct instruction.
• The learning process and support must be tailored to the individual characteristics of students. It is worth noting that key aspects include reading skills, mathematical preparation, general mental abilities, inhibitory control, and self-confidence. The less successful students are in these areas, the more additional instructional support they will need. This support may include the use of traditional teaching methods, such as direct explanation of material.
• Combining different teaching methods is an important aspect of the educational process. Research shows that the best results are achieved by combining an inquiry-based approach with a traditional one. In this case, students have the opportunity to discover some information independently, while receiving others from the teacher.

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• 11 Components for Promoting Active Participation in the Educational Process: A University of Arizona Methodology.
• Organizing the educational process to increase student engagement in learning requires a careful approach and the use of a variety of methods. First of all, it is important to create an atmosphere conducive to active participation. This can be achieved by establishing trusting relationships between the teacher and students, as well as between the students themselves.

  One of the key aspects is the use of interactive teaching methods. Group projects, discussions, and role-playing games allow students not only to perceive information, but also to actively discuss it, analyze, and apply it in practice. This promotes the development of critical thinking and teamwork skills.

  The interests and needs of students should also be taken into account. Including topics relevant to young people in the educational process promotes greater interest. Regular surveys and discussions will help identify student preferences and adapt the educational material accordingly.

  The use of modern technology is equally important. Online platforms, mobile applications, and multimedia resources can significantly diversify the learning process and make it more accessible.

  Regular feedback is another important element. Teachers should provide students with information about their progress and possible areas for improvement, which will help them stay motivated and focused on their goals.

  In conclusion, the successful organization of the educational process lies in a combination of various methods and approaches aimed at creating an active and engaged learning environment where students can develop and achieve success.

• Eight constructive approaches to increasing interest in STEM subjects among children and young people.
• Scientists conducted a study to understand how different teaching approaches affect student motivation.
• Problem-based learning is an educational method focused on solving real-world, practical problems. Within this approach, students are faced with specific problems that require active participation and critical thinking. Rather than simply absorbing theoretical knowledge, students learn to apply their skills and knowledge to analyze situations, develop solutions, and make informed decisions.

  This learning format encourages independent exploration and collaboration among students, which contributes to the development of both analytical and communication skills. In this context, teachers act as mentors and moderators, guiding students in their research activities and providing support in the problem-solving process.

  Thus, problem-based learning not only deepens understanding of the subject matter, but also develops students' skills in teamwork, critical thinking, and decision-making, which are especially valuable in professional work.