Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries

Autor/inn/en	Cairns, Dean; Areepattamannil, Shaljan
Titel	Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
Quelle	In: Research in Science Education, 49 (2019) 1, S.1-23 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cairns, Dean)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-017-9639-x
Schlagwörter	Inquiry; Teaching Methods; Science Instruction; Science Achievement; Foreign Countries; Achievement Tests; International Assessment; Secondary School Students; Hierarchical Linear Modeling; Secondary School Science; Scientific Attitudes; Student Attitudes; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Schülerverhalten
Abstract	This study, drawing on data from the third cycle of the Program for International Student Assessment (PISA) and employing three-level hierarchical linear modeling (HLM) as an analytic strategy, examined the relations of inquiry-based science teaching to science achievement and dispositions toward science among 170,474 15-year-old students from 4780 schools in 54 countries across the globe. The results of the HLM analyses, after accounting for student-, school-, and country-level demographic characteristics and students' dispositions toward science, revealed that inquiry-based science teaching was significantly negatively related to science achievement. In contrast, inquiry-based science teaching was significantly positively associated with dispositions toward science, such as interest in and enjoyment of science learning, instrumental and future-oriented science motivation, and science self-concept and self-efficacy. Implications of the findings for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01