It appeared that some cultural factors may account for the fact that the four largest effect sizes came from studies with atypical populations where students’ thinking may not previously have been valued. It would seem that inquiry-based instruction might have powerful effects where students have the cognitive capacity to think critically but have not previously been encouraged to think in this way. Overall, inquiry-based instruction was shown to produce transferable critical thinking skills as well as significant domain benefits, improved achievement, and improved attitude towards the
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