Abstract
Thirty high school students in groups of three were taught a 2-week unit on the constitutional rights of youth. Five groups received a direct instruction treatment, and five groups received an inquiry treatment. Direct instruction produced significant!) higher scores on both a multiple-choice test and an essay test requiring the application to unfamiliar cases of the constitutional principles taught. Inquiry produced significantly higher scores on an essay test requiring the expression of personal opinions on policy issues underlying the cases studied. An attitude questionnaire indicated that students in the inquiry treatment found the content more challenging than did students in direct instruction.
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