Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross‐National Analysis Using PISA 2006

McConney, A.; Oliver, Mary; Woods-McConney, Amanda; Schibeci, Renato; Maor, Dorit

doi:10.1002/sce.21135

Cited by 91 publications

(78 citation statements)

References 29 publications

(49 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Analysis of the PISA 2006 and 2015 data further illustrates some of the issues here, as the 15-year old students reporting the highest levels of inquiry in their classrooms in the PISA 2006 and 2015 questionnaires also had lower levels of scientific literacy or achievement (McConney et al, 2014;Jerrim, Oliver, & Sims, 2019). This finding highlights the importance of being clearer about the characteristics of IBL that allow both higher engagement and positive learning outcomes.…”

Section: Types Of Inquirymentioning

confidence: 73%

“…Arguments for the adoption of IBL can be traced back over many years. An inquiry-based teaching approach may support and deepen learning of scientific concepts (Minner et al, 2010), overcome misconceptions as part of constructivist teaching and learning approaches (Ariza, Aguirre, Quesada, Abril & García, 2016;Önder, Şenyiğit, & Sılay, 2018), develop curiosity, engagement and interest in science (McConney, Oliver, Woods-McConney, Schibeci, & Maor, 2014), promote an understanding of the nature of science and what scientists do (Lederman et al, 2013) and develop future citizens who are able to make informed decisions about their lives and those of others (Lee & Brown, 2018).…”

Section: Background To the Studymentioning

confidence: 99%

See 1 more Smart Citation

Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment

Quesada

Armenteros

Sørensen

et al. 2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

Inquiry pedagogies provide opportunities to meet learning outcomes linked to developing scientific literacy. Within a European project intended at promoting Inquiry Based Learning (IBL), this paper presents quantitative and qualitative data about teachers' views of IBL and its enactment in England and Spain. Results show that teachers in both countries hold positive views based on benefits to students and science learning and perceive important systemic and personal barriers to the successful implementation, even after decades of political efforts. Teachers express frustration with the lack of time, teaching resources, classroom management and the demands of curriculum delivery, assessment and accountability. There is an emphasis on hands-on activities and students' motivation but no stress on cognitive and epistemic aspects, showing views not well aligned with current understanding of the type of inquiry that best support learning. Implications for research and practice suggest that there is still a need to expand knowledge about how to support teachers in making the most of this pedagogy.

show abstract

Section: Types Of Inquirymentioning

confidence: 73%

Section: Background To the Studymentioning

confidence: 99%

Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment

Quesada

Armenteros

Sørensen

et al. 2019

EURASIA J MATH SCI T

View full text Add to dashboard Cite

show abstract

“…Varios investigadores han estudiado la correlación entre los resultados en las pruebas PISA y el tipo de metodología predominante en el aula, tratando de buscar evidencias sobre si la indagación promueve una mejor alfabetización científica y un mayor interés por las ciencias (Areepattamannil, Freeman, y Klinger 2011;Lavonen y Laaksonen 2009;McConney et al, 2014). En estos estudios experimentales el predominio de actividades de indagación en las aulas resultó ser un predictor negativo del rendimiento académico en las pruebas PISA (Areepattamannil 2012;McConney et al 2014), aunque se encontró una correlación positiva entre el uso de esta metodología y el interés y motivación por las ciencias.…”

Section: La Indagación ¿Favorece La Alfabetización Científica?unclassified

“…En estos estudios experimentales el predominio de actividades de indagación en las aulas resultó ser un predictor negativo del rendimiento académico en las pruebas PISA (Areepattamannil 2012;McConney et al 2014), aunque se encontró una correlación positiva entre el uso de esta metodología y el interés y motivación por las ciencias.…”

Section: La Indagación ¿Favorece La Alfabetización Científica?unclassified

“…No obstante, los propios autores discutieron las limitaciones de su trabajo señalando que, el alumnado sometido a indagación, pudo haber adquirido un conocimiento más profundo sobre los tópicos trabajados en clase, aunque no un dominio amplio de todos los contenidos evaluables (Harlen 2010;McConney et al 2014). Las pruebas PISA miden amplitud de contenidos (OCDE 2016) y no tanto la profundidad de la comprensión del alumnado sobre un determinado tema.…”

Section: La Indagación ¿Favorece La Alfabetización Científica?unclassified

See 1 more Smart Citation

El aprendizaje por indagación: ¿existen suficientes evidencias sobres sus beneficios en la enseñanza de las ciencias?

Quesada¹

2017

Rev_Eureka_ensen_divulg_cienc

View full text Add to dashboard Cite

El objetivo de este artículo es reflexionar sobre los efectos y el potencial de la indagación en el aprendizaje de las ciencias. Se presta especial atención al tamaño del efecto calculado a través de meta-análisis, que revisan centenares de investigaciones publicadas en las últimas décadas. Los resultados se discuten tomando como referencia los actuales desafíos asociados a la alfabetización científica, las pruebas PISA y la necesidad de una enseñanza de las ciencias más relevante y significativa. En línea con recientes trabajos que reivindican una reconceptualización de esta metodología de enseñanza, el foco de discusión se desplaza hacia qué tipo de tareas de indagación son las que realmente potencian el aprendizaje del alumnado, con las consiguientes implicaciones para la práctica y la investigación en Didáctica de las Ciencias.Palabras clave: Indagación; Modelización; Argumentación; Alfabetización científica; PISA. Inquiry-Based Learning: is there enough evidence of its benefits in science education?The aim of this paper is to reflect on the effects and potential of inquiry for science learning. Special attention is paid to the size effect coming out from meta-analysis reviewing hundreds of research works published in the last decades. Outcomes are discussed in the light of current challenges related to scientific literacy, PISA and the need to provide a more relevant and meaningful science education. In line with recent works claiming for a reconceptualization of this pedagogy, we shift the discussion to what kind of inquiry activities are those having a bigger effect on students' learning, drawing some implications for research and practice in science education. Introducción: qué educación científica buscamosDesde la segunda mitad del siglo XX los especialistas han reclamado una enseñanza de las ciencias más relevante para el alumnado, que les permita comprender fenómenos y asuntos cotidianos y desenvolverse adecuadamente en la vida. Esto ha sentado las bases para la introducción del concepto de alfabetización científica (McConney, Oliver, Woods-McConney, Schibeci y Maor 2014).La alfabetización científica se ha convertido en un objetivo internacional clave para hacer frente a los actuales desafíos de la humanidad (OCDE 2016). Algunos de ellos surgen a nivel local y requieren la toma de decisiones individuales sobre aspectos que afectan a la propia salud, a la calidad de vida, o al uso de los recursos materiales y energéticos. Los ciudadanos deciden qué productos consumir, qué fuentes de energía utilizar, cómo viajar o qué iniciativas apoyar o rechazar. Estas decisiones personales frecuentemente trascienden el ámbito local y tienen repercusiones medioambientales y económicas que subrayan la importancia de educar ciudadanos responsables e informados.

show abstract

Exploring the Dimensions of Medical Student Engagement with Technology‐Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes

Pickering

Swinnerton

2018

Anatomical Sciences Ed

View full text Add to dashboard Cite

Anatomy curricula are becoming increasingly populated with blended learning resources, which utilize the increasing availability of educational technology. The educational literature postulates that the use of technology can support students in achieving greater learning outcomes by increasing engagement. This study attempts to investigate the dimensions of student engagement with technology-enhanced learning (TEL) resources as part of a medical program's anatomy curriculum using exploratory factor analysis. A 25-item five-point Likert-based survey was administered to 192 first-year medical students, with three emergent factors discerned: satisfaction, goal setting and planning, and physical interaction. The three factors closely aligned with the existing literature and therefore additional nonparametric analysis was conducted that explored the levels of engagement across three custom-made anatomy TEL resources, including: (1) anatomy drawing screencasts; (2) an eBook; and (3) a massive open online course (MOOC). Usage data indicated that the most popular resource to be accessed across the cohort was the anatomy drawing screencasts via YouTube, with the MOOC being used least. Moreover, some evidence suggests that those students who utilized the MOOC were more engaged. Generally, however, no correlations were observed between the levels of engagement and TEL resource usage or assessment outcomes. The results from this study provide a clear insight into how students engage with TEL resources, but do not reveal any relationship between levels of engagement, usage, and assessment outcomes. Anat Sci Educ 00: 000-000. © 2018 American Association of Anatomists.

show abstract

Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross‐National Analysis Using PISA 2006

Cited by 91 publications

References 29 publications

Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment

Highly Recommended and Poorly Used: English and Spanish Science Teachers’ Views of Inquiry-based Learning (IBL) and its Enactment

El aprendizaje por indagación: ¿existen suficientes evidencias sobres sus beneficios en la enseñanza de las ciencias?

Exploring the Dimensions of Medical Student Engagement with Technology‐Enhanced Learning Resources and Assessing the Impact on Assessment Outcomes

Contact Info

Product

Resources

About