Literaturnachweis - Detailanzeige
Autor/inn/en | Forbes, Cory T.; Neumann, Knut; Schiepe-Tiska, Anja |
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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.783-806 (24 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Forbes, Cory T.) ORCID (Neumann, Knut) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2020.1730017 |
Schlagwörter | Active Learning; Inquiry; Science Instruction; Science Achievement; Foreign Countries; Secondary School Students; International Assessment; Achievement Tests; Scientific Literacy; Correlation; Student Attitudes; Instructional Effectiveness; Adolescents; High Achievement; Low Achievement; Behavior Patterns; Student Centered Learning; Teacher Guidance; Netherlands; Japan; South Korea; Denmark; Germany; United States; France; Czech Republic; Indonesia; Mexico; Hungary; Bulgaria; Romania; Program for International Student Assessment Aktives Lernen; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Sekundarschüler; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Korrelation; Schülerverhalten; Unterrichtserfolg; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Unterdurchschnittliche Leistung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Lehrerberatung; Niederlande; Korea; Republik; Dänemark; Deutschland; USA; Frankreich; Tschechische Republik; Indonesien; Mexiko; Ungarn; Bulgarien; Rumänien |
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. We use Latent Profile Analysis (LPA) to explore how students from highest- and lowest-performing profiles characterize the inquiry-based science instruction they experience. We 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. We discuss implications of these results for theory, research, and the design of science learning environments. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |