Patterns of inquiry-based science instruction and student science achievement in PISA 2015.

Autor/inn/en	Forbes, Cory T.; Neumann, Knut; Schiepe-Tiska, Anja
Titel	Patterns of inquiry-based science instruction and student science achievement in PISA 2015.
Quelle	In: International journal of science education, 42 (2020) 5, S. 783-806Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0950-0693; 1464-5289
DOI	10.1080/09500693.2020.1730017
Schlagwörter	Sekundarbereich; Schüler; Lernerfolg; Schülerleistung; Forschendes Lernen; Unterrichtsgestaltung; Vergleichende Analyse; Naturwissenschaftlicher Unterricht; Internationaler Vergleich; Profilanalyse
Abstract	Scientific literacy is a central aim of science education. The Programme for International Student Assessment (PISA) provides a measure of secondary students' scientific literacy and reported science instruction in 72 countries. Researchers have analyzed PISA data to identify important relationships between science instruction and students' science achievement. The purpose of this study is to further explore these relationships by using PISA 2015 data from a sample of 13 participating countries representing a range of mean science achievement. [The authors] use Latent Profile Analysis (LPA) to explore how students from highest- and lowest-performing profiles characterize the inquiry-based science instruction they experience. [The authors] then use cluster analysis to compare patterns in inquiry-based instruction reported by students in the highest-performing profiles in each country and examine relationships between inquiry-based and other instructional practices. Findings from our analysis reveal fundamental differences in the frequency and nature of inquiry-based instruction reported by students associated with the highest and lowest levels of science achievement. For the highest performing profiles of students, results illustrate both consistencies and unique features of science instruction students report across four distinct clusters of countries. [The authors] discuss implications of these results for theory, research, and the design of science learning environments. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2021/2