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The authors and journal regret that the printed version of the above article contained a number of errors, in which statements which had been blinded for review were not revealed for the publication. These were references to the authors' own prior work. The correct and final version, with complete references, follows. The authors and journal would like to apologise for any inconvenience caused. [ABSTRACT FROM AUTHOR]

Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach to instruction is widely used among science educators in many countries. However, researchers and policymakers have recently called the effectiveness of inquiry approaches into doubt. Using nationally-representative linked survey and administrative data we find little evidence that the frequency of inquiry-based instruction is positively associated with teenagers' performance in science examinations. This finding is robust to the use of different measures of inquiry, different measures of attainment, across classrooms with varying levels of disciplinary standards and across gender and prior attainment subgroups. [ABSTRACT FROM AUTHOR]