Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association with Students' Attitudes by Gender and Race/Ethnicity

Autor/inn/en	Riegle-Crumb, Catherine; Morton, Karisma; Nguyen, Ursula; Dasgupta, Nilanjana
Titel	Inquiry-Based Instruction in Science and Mathematics in Middle School Classrooms: Examining Its Association with Students' Attitudes by Gender and Race/Ethnicity
Quelle	In: AERA Open, 5 (2019) 3, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Active Learning; Inquiry; Science Instruction; Mathematics Instruction; Middle School Students; Correlation; Student Attitudes; Gender Differences; Racial Differences; Ethnicity; Self Efficacy; Achievement Tests; Mathematics Achievement; Mathematics Tests; International Assessment; Science Tests; Science Achievement; Minority Group Students; Disproportionate Representation; Youth; Grade 8; STEM Education; African American Students; White Students; Hispanic American Students; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Korrelation; Schülerverhalten; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Self-efficacy; Selbstwirksamkeit; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Jugend; Jugendlicher; Jugendalter; School year 08; 8. Schuljahr; Schuljahr 08; STEM; African Americans; Afroamerikaner; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner
Abstract	Utilizing a nationally representative sample of middle school students, this article focuses on whether students who report experiencing more inquiry-based instruction in science and mathematics classrooms have more positive attitudes toward these subjects. Results of multilevel, multivariate regression analyses revealed that, net of the inclusion of control variables for student, teacher, and school characteristics, a higher frequency of inquiry-based instruction is significantly associated with greater interest, perceptions of utility, and self-efficacy for science and mathematics. Furthermore, although there is some evidence indicating that compared with female students, male students' perceptions of science utility are higher in relation to more inquiry-based instruction, overall, the weight of evidence clearly leans toward the conclusion that the attitudes of students from different gender and racial/ethnic backgrounds are similarly associated with greater exposure to inquiry-based instruction in both their science and mathematics classrooms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01