There is a great deal of conflicting literature regarding which approach to use in a science classroom: inquiry-based or direct instruction. Inquiry-based instruction and direct instruction both have advantages and disadvantages at every age and intellectual level. This chapter will review the literature from scholars who have researched and provided evidence that inquiry-based or direct instruction is more effective in developing conceptual understanding in science classes. Student Outcomes Using Inquiry-Based Instruction Traditional Students In a study conducted by Boud et al. (1986), inquiry-based laboratory activities were classified into four levels. These levels (0 to 3) ranged from open-ended, exploratory questions, to closed-ended questions with guidance. In Level 0, the teacher provides students with inquiry-based questions, procedures, and solutions. Level 1 students were asked inquiry-based questions, but only with procedures. Level 2 students were only provided with the survey-based question. Finally, Level 3 students were expected to generate their own inquiry-based questions, procedures, and solutions. Boud et al. reported that through guided inquiry the students were more motivated, understood science content better and this helped the teacher manage a larger class of approximately 35 students. It has been noted that Levels 2 and 3 are rarely assigned for students to perform in a high school science classroom. In a study conducted by White et al. (1999), three middle school science teachers in urban public schools were taught physics concepts using a computer-based inquiry program instead of the traditional face-to-face approach. The inquiry curriculum challenged students… middle of paper… J. S., Fishman, B., Soloway, E., Geier, R., & Tal, R. T. (2004). Inquiry-based science in the middle classrooms: Assessing learning in urban systemic reform. Journal of Science Teaching Research, 41(10), 1063-1080. doi: 10.1002/tea.20039Scruggs, T. E., Mastropieri, M. A., Bakken, J. P., & Brigham, F. J. (1993). Reading versus doing: The relative effects of textbook-based and inquiry-oriented approaches to science learning in special education classrooms. Journal of Special Education, 27(1), 1-15. doi: 10.1177/002246699302700101White, B., Shimoda, T. A., & Frederiksen, J. R. (1999). Enabling students to build theories of collaborative inquiry and reflective learning: Computer support for metacognitive development. International Journal of Artificial Intelligence in Education, 10(2), 151-182. Retrieved from http://thinkertools.org/Media/IJAIED1999.pdf