Teacher-Directed Learning Approaches and Science Achievement: Investigating the Importance of Instructional Explanations in Australian Schools

Autor/inn/en	Cairns, Dean; Areepattamannil, Shaljan
Titel	Teacher-Directed Learning Approaches and Science Achievement: Investigating the Importance of Instructional Explanations in Australian Schools
Quelle	In: Research in Science Education, 52 (2022) 4, S.1171-1185 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cairns, Dean) ORCID (Areepattamannil, Shaljan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-021-10002-0
Schlagwörter	Teaching Methods; Science Instruction; Science Achievement; Foreign Countries; Inquiry; Relevance (Education); Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Relevance; Relevanz; Australien
Abstract	This study investigated the relationships of teacher-directed approaches with science achievement in Australian schools. The data for this study were drawn from the Program for International Student Assessment (PISA) 2015 database and analysed using multilevel modelling (MLM). MLMs were estimated to test the contribution of each item to students' science achievement scores and to estimate the mediation effect of teacher explanations on these relationships. Only explicit, teacher-directed practices demonstrated a significant, positive association with science achievement. The positive, significant nature of the item 'the teacher explains scientific ideas' (B = 29.61, p < 0.001) suggested that this practice should take place in all science lessons. In the mediation model, the explicit, teacher-directed approaches in the inquiry scale revealed a significant "indirect" effect on science achievement, through the process of the teacher explaining scientific ideas. This indicated that effective explanations also underpin other instructional approaches such as contextualised science learning. These findings, accompanied by an analysis of the teacher-directed items and their relationships to science outcomes, give teachers and policymakers clear guidance regarding the effective use of instructional explanations in the science classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01