Brian A. Parr, Oklahoma State University
M. Craig Edwards, Oklahoma State University
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 employed by many agricultural educators. Accordingly, this study sought to synthesize research reported by earlier researchers—science educators and agricultural educators—who have examined inquiry-based learning and who have researched the problem-solving approach. This study was also designed to examine similarities between the two approaches and describe their level of “pedagogical congruence.” Based on this comparison, recommendations were made for practice and research. Future research should include attempts to measure the science achievement of agricultural education students and its relationship to teachers’ use of the problem-solving approach. If significant positive associations are established, then additional professional development and related learning resources supporting use of the problem-solving approach should be planned, developed, and delivered.