A hotly debated topic is the effectiveness of inquiry-based instructional practice in science classrooms on student achievement and motivation. Numerous studies based on multinational large-scale education data show such student-centered instructional practice positively led to students' motivational beliefs but was negatively associated with…

Inquiry-Based Teaching Practice (IBTP) is an essential component of science education, and promoting its implementation is at the heart of various reform efforts. Even though science teachers regard IBTP as an essential pedagogical method, they rarely use it for various reasons. This study utilizes Bronfenbrenner's ecological framework to examine…

A great number of studies have investigated science teaching and learning (STL) using data from the Trends in International Mathematics and Science Study (TIMSS) and Programme for International Student Assessment (PISA). Nevertheless, there is little effort to synthesise these studies. Reviewing the status of research on STL, including the trends,…

Many studies investigating inquiry learning in science domains have appeared over the years. Throughout this period, inquiry learning has been regularly criticized by scholars who favor direct instruction over inquiry learning. In this vein, Zhang, Kirschner, Cobern, and Sweller (2022) recently asserted that direct instruction is overall superior…

The present study examined to what extent inquiry-based investigation as an instructional approach associated with students' overall science achievement and achievement in cognitive domains, including knowing science facts, applying scientific principles, and reasoning with scientific concepts to solve problems. Using TIMSS 2007 science…

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…

Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this…