FIGURE 2
A scatter plot comparing U.S. and Japanese inquiry-based science teaching practices in middle schools across two dimensions depth of conceptual links and student self-directedness.

Relationship Between Mean Scores for Student Self-Directedness (X) and Mean Scores for Depth of Conceptual Links (Y) in Classroom Practice by Country

Note: Data labels indicate the type of teachers’ understanding of inquiry-based teaching given in Table 5.

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