A Comparison of Inquiry Based, Schema Based and Traditional Teaching Approaches in Colombian Middle School Classrooms

A Comparison of Inquiry Based, Schema Based and Traditional Teaching Approaches in Colombian Middle School Classrooms

by Harvard University. Extension School, Malagon Gonzalez, Harvard University

Part of ALM thesis

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We assessed the efficiency of three teaching approaches (inquiry-based, schema based and traditional instruction) with 99 sixth-grade Colombian students and their math teachers. Throughout the intervention’s nine hours of class time, students and teachers worked on elements of combinatorics: tree diagrams, permutations, and combinations. A significant difference in favor of schema-based and traditional teaching approaches was found. We suggest specific implementation details to use inquiry-based learning in Colombian classrooms as well as discussing the limitations of the study.

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