Volume 45 - Number 4 - 2004 | DOI: 10.5032/jae.2004.04106
In the quest for more effective teaching and learning methods, one particular approach has surfaced as a "method of choice" for science educators: inquiry-based learning. A careful examination of this method suggests that it is very similar to the problem-based learning approach used by many agricultural educators. This study sought to synthesize research reported by earlier investigators—science educators and agricultural educators—who examined inquiry-based learning and who researched the problem-solving approach. It was also designed to examine similarities between the two approaches and to describe their level of "pedagogical congruence." It was concluded that significant agreement exists between what some eminent scholars have said is the recommended pedagogy for improving student achievement and the teaching and learning exercised in many agricultural education classrooms. Future research should attempt to measure the science achievement of agricultural education students and teachers' use of the problem-solving approach. If significant positive associations are established, then professional development and learning resources supporting use of the problem-solving approach should be developed and delivered. In addition, investigations should be carried out to better understand how agriculture teachers operationalize the problem-solving approach.