Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices

Liou, Pey‐Yan

doi:10.1002/tea.21643

Cited by 43 publications

(41 citation statements)

References 74 publications

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“…It has been found in the studies that students who have inquiry based learning have higher academic achievement compared to students using other teaching methods (Chang & Mao, 1999;Jiun, Kamarudin, Talib & Hassan, 2018;Tezel, Semiz & Uçar, 2020). Unlike this result, Liou (2021) revealed that inquiry based learning practices had a significant negative effect on students' science achievement, whereas teacher directed instruction had a significant positive effect on students' science achievement. Nevertheless, as a result of many studies, it is stated that inquiry-based learning is effective on students' science achievement.…”

Section: Conclusion and Discussioncontrasting

confidence: 81%

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Sarıoğlan¹,

Can²

2021

IOJES

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In this study, the effect of open inquiry based learning (OIBL) approach on students' conceptual understanding was investigated. Quasi-experimental research design with pre-test and post-test control groups was used as research design. The research sample consisted of sixty students in 7th grade. Thirty students in the sample were in the experimental group, thirty students were in the control group and the experimental and control groups were randomly assigned. Liquid Pressure Conceptual Understanding Test (LPCUT) was used to determine the students' ideas about liquid pressure. Semi-structured interviews were conducted with nine students in the experimental group before and after the instruction. A rubric consisting of five categories was used in the analysis of LPCUT. According to the results of the study, it was determined that the students in the experimental group who received instruction based on open inquiry gave a higher rate of scientific answers than the students in the control group. Based on the results of the research, it is thought that the use of the instructions revealed in the OIBL environment in science courses may be beneficial for the academic achievement of the students. Moreover, an increase was observed in the scientific response rates of the students in the group taught according to the science program. In the light of the results obtained from this study, it can be suggested to investigate the effects of OIBL on students' ideas in different concepts.

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Section: Conclusion and Discussioncontrasting

confidence: 81%

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Sarıoğlan¹,

Can²

2021

IOJES

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“…Therefore, it seems that structured inquiry enabled learners to exercise control and gain a sense of ownership of the learning experience. However, this was not the case for the remaining attitudinal dimensions where less guidance was not associated with more positive attitudes (Liou, 2021).…”

Section: Discussionmentioning

confidence: 86%

“…However, as they represent a distinct trait of attitudes toward school science, they can not be grouped into a single overall score. Likewise, since research consistently found differences between girls' and boys' attitudes, gender should be considered when analyzing the impact of educational interventions (Liou, 2021). Therefore, data were analyzed using a 2 (gender) × 3 (pedagogical condition) multivariate analysis of variance (MANOVA).…”

Section: Discussionmentioning

confidence: 99%

Effect of confirmation and structured inquiry on attitudes toward school science

Toma

2021

School Sci & Mathematics

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Scientific inquiry has a prominent status in science education. Research on the effect of inquiry-based science teaching on attitudes toward science abounds (Aguilera & Perales-Palacios, 2020;Demirel & Dağyar, 2016). Studies show promising results for inquiry strategies offering the least teacher guidance. Yet such approaches present drawbacks and constraints when enacted by teachers, such as time and classroom management issues, limited resources, and lack of pedagogical content knowledge (Baroudi & Helder, 2019;Chichekian et al., 2016;Romero-Ariza et al., 2019). As a result, teachers rely on inquiry strategies that do offer much guidance to students (Lucero et al., 2013). The educational value of such teacher-directed inquiry approaches has been neglected in the literature, and its impact on students' attitudes is yet to be addressed (Aguilera & Perales-Palacios, 2020). Therefore, this study attempts to pursue such an endeavor. | BACKGROUND | Defining inquiryDifferent interpretations of the term "inquiry" coexist (Abd-El-Khalick et al., 2004). On the one hand, inquiry as means

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“…Recent reports on inquiry effectiveness, however, have suggested a nonlinear relationship between inquiry-based teaching and achievement in science based on PISA (Cairns & Areepattamannill, 2019;Liou, 2020) and TIMSS data (Teig, Scherer, & Nilsen, 2018). The relationship between attitudes towards science and achievement shows moderate or weak positive relationship between variables (Liou, 2020;Osborne et al, 2003;Savelsbergh et al, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 98%

Evaluation of the Secondary Students’ Attitudes Towards Studying and Learning Science and Mathematics, and Their Impact on Learning in the Two Schools in the Northern Finland

Tomperi¹

2020

JETS

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The objective of this study was to examine secondary students’ attitudes towards studying and learning science and mathematics, and how the attitude constructs were linked in students’ responses. As a result of the hierarchical cluster analysis, six classes were obtained. Based on Cronbach’s alpha values, two clusters were excluded from the final model leaving the classes which were named as motivation, the nature of the classroom environment, enjoyment, and achievement. In this classification attitudes of parents were related to motivation, attitudes of friends to enjoyment, perception of the teacher to the nature of the classroom environment, and anxiety and fear of failure to achievement. To determine factors affecting students’ prior learning in different disciplines of natural sciences, mathematics, and IT, stepwise multiple regression was carried out with self-estimated skill score as the dependent variable to discover which items were related to learning in the four classes of the model. The main predictor for achievement was item “physics is more difficult for me than for many of my classmates” (adjusted R2 = 29.6 %) and for motivation “my parents are proud of my achievements in science and math” (adjusted R2 = 19.9 %). One item showed gender difference with medium effect size.

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Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices

Cited by 43 publications

References 74 publications

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Effect of Open Inquiry Based Learning Approach on the Conceptual Understanding of Secondary School Students

Effect of confirmation and structured inquiry on attitudes toward school science

Evaluation of the Secondary Students’ Attitudes Towards Studying and Learning Science and Mathematics, and Their Impact on Learning in the Two Schools in the Northern Finland

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