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Autor/inn/en | Chi, Shaohui; Liu, Xiufeng; Wang, Zuhao; Won Han, Seong |
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Titel | Moderation of the Effects of Scientific Inquiry Activities on Low SES Students' PISA 2015 Science Achievement by School Teacher Support and Disciplinary Climate in Science Classroom across Gender |
Quelle | In: International Journal of Science Education, 40 (2018) 11, S.1284-1304 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Chi, Shaohui) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2018.1476742 |
Schlagwörter | Science Instruction; Inquiry; Low Income Groups; Science Achievement; Teacher Role; Discipline; Educational Environment; Gender Differences; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Socioeconomic Influences; Teaching Methods; China; China (Beijing); China (Shanghai); Program for International Student Assessment Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Sozioökonomischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode |
Abstract | Scientific inquiry activities are considered as productive science instruction to improve students' science learning and achievement. Supportive teacher-student relationships and positive disciplinary climate in the classroom are also two important factors that could facilitate student learning. This study investigates whether the association between the inquiry-based science activities and student science achievement varies by teacher support and disciplinary climate in science classrooms, particularly when taking into consideration of student gender difference and socioeconomic status (SES). This study performed regression analyses using Beijing, Shanghai, Jiangsu, and Guangdong (B-S-J-G-China) students' science performance and background survey data of 2015 Program for International Student Assessment (PISA). Results showed that disciplinary climate, rather than teacher support, could moderate the association between inquiry-based science activities and student science achievement for both genders. Implications for instruction and further research were discussed as well. (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 | 2020/1/01 |