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Forms of Inquiry-Based Science Instruction and Their Relations with Learning Outcomes: Evidence from High and Low-Performing Education Systems
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Aditomo, Anindito; Klieme, Eckhard – International Journal of Science Education, 2020
Inquiry-based science instruction is widely advocated, but studies based on international large-scale assessments often show inquiry to be negatively associated with achievement. We re-examine this issue by examining whether the association between inquiry and learning depends upon the provision of teacher guidance. Participants were 151,721…
Descriptors: Inquiry, Active Learning, Science Instruction, Outcomes of Education
Instructional Practices and Science Performance of 10 Top-Performing Regions in PISA 2015
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Lau, Kwok-chi; Lam, Terence Yuk-ping – International Journal of Science Education, 2017
This study analysed 10 top-performing regions in PISA 2015 on their science performances and instructional practices. The regions include Singapore, Japan, Estonia, Taipei, Finland, Macao, Canada, Hong Kong, China and Korea. The science performances of the 10 regions and their teaching practices are described and compared. The construct of…
Descriptors: Foreign Countries, Comparative Education, Educational Practices, Science Achievement