The Efficacy of Inquiry-Based Instruction in Science: A Comparative Analysis of Six Countries Using PISA 2015

Autor/inn/en	Oliver, Mary; McConney, Andrew; Woods-McConney, Amanda
Titel	The Efficacy of Inquiry-Based Instruction in Science: A Comparative Analysis of Six Countries Using PISA 2015
Quelle	In: Research in Science Education, 51 (2021), S.595-616 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Oliver, Mary)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-019-09901-0
Schlagwörter	Instructional Effectiveness; Active Learning; Inquiry; Science Instruction; Comparative Analysis; Achievement Tests; International Assessment; Secondary School Students; Foreign Countries; Teaching Methods; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Unterrichtserfolg; Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study is a comparative analysis of 15-year-old students' scientific literacy, and its association with the instructional strategies that students experience, across six OECD countries that participated in PISA 2015. Across the six countries, the study investigates the efficacy of inquiry-based instruction in science in contrast with two other instructional approaches to teaching secondary science: adaptive and teacher-directed teaching. The analysis shows that students who reported experiencing high frequencies of inquiry strategies in their classrooms consistently evidenced lower levels of scientific literacy across the six countries. Benchmark analysis also showed, common to all six countries, a strongly positive association between the frequency of teacher-directed and adaptive teaching strategies and students' scientific literacy. Additionally, the study disaggregates PISA's composite variable representing inquiry-based instruction and shows that different components of inquiry are differentially associated with students' scientific literacy. We discuss the implications of these analyses for science teacher educators, science teachers, and educational policy makers. In doing so, we add nuance to our understanding of the efficacy of inquiry-based instruction in science, suggesting that some components, as conceptualised and assessed in PISA, seem to suggest greater attention and use, and others more moderated use. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01