Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries

Areepattamannil, Shaljan; Cairns, Dean; Dickson, Martina

doi:10.1080/1046560x.2020.1753309

Cited by 32 publications

(32 citation statements)

References 112 publications

(163 reference statements)

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“…Gender differences that favor boys are also expected (Alivernini et al, 2018; De Simone, 2013; OECD, 2016). Despite the finding by Areepattamannil et al (2020) on some distinctive patterns between epistemological beliefs and teacher‐centered and inquiry‐oriented instructional practices, we expect student profiles saturated by higher values of self‐efficacy, interest and epistemological beliefs to be reporting more salient experiences with their inquiry practices.…”

Section: Introductioncontrasting

confidence: 92%

“…Finally, the choice of constructs used in the current analyses is in agreement with the premises of a person‐centered approach and the empirical investigations examining how student‐level factors can contribute to optimal outcomes in science (e.g., Alivernini & Manganelli, 2015; Areepattamannil et al, 2011; Chen et al, 2019; Grabau & Ma, 2017; Lam & Lau, 2014; She et al, 2019) and conducive learning environments (Aditomo & Klieme, 2020; Areepattamannil et al, 2020). The literature, though, does not offer a unified view of the domain that needs further investigations; hence, a study is warranted to help in unraveling the salient and less salient ties between the complexity of students beliefs, their learning environment, and outcomes related to science.…”

Section: Introductionsupporting

confidence: 86%

“…Although the stream of research scrutinizing the links between instructional approaches and students’ outcomes is more robust—though not yet conclusive—the research investigating the links between instructional approaches and science‐related dispositions is remarkably lacking. In one such attempt, Areepattamannil et al (2020) show that teacher‐directed science instruction is positively associated with students’ enjoyment of science. The positive relationship also includes an interest in broad science topics, instrumental motivation to learn science, self‐efficacy, and epistemological beliefs about science.…”

Section: Introductionmentioning

confidence: 99%

“…Science‐related self‐beliefs, motivational constructs, and achievement are without a doubt intertwined (e.g., Areepattamannil et al, 2011; Chen et al, 2019; Palmer et al, 2017; Fredricks et al, 2018; Jansen et al, 2015; Jeffries et al, 2020; Lam & Lau, 2014; Mason et al 2013; Pajares, 2012; Todd & Zvoch, 2019), and the relationship has been investigated thoroughly by relying on the merits of the variable‐centered approach. Lately, this has been further strengthened by research on instructional practices and achievement (e.g., Lau & Lam, 2017) and that examining students’ self‐beliefs in connection to instructional approaches (Areepattamannil et al, 2020). Nonetheless, scholars have still not demonstrated a unified portrait of the domain, and the extent particular relationships may be salient to distinctive student subgroups (Alivernini et al, 2018; Fredricks et al, 2018; Hayenga & Corpus, 2010; Snodgrass Rangel et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Both Aditomo and Klieme (2020) and Lau and Lam (2017) emphasize that there is a complex relationship between science literacy and the different aspects of teaching and learning. Lee (2020) adds environmental awareness to this discussion, while Areepattamannil et al (2020) showcase the importance of further investigating the links between students’ self‐beliefs and instruction.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data

et al. 2021

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Seen as one of the essential domains for active citizenship, examining how students relate to science has become crucial. Based on a person‐centered approach, this article investigates self‐related dispositions and motivation in science using the 2015 Programme for International Student Assessment (PISA) data set. By employing a latent profile analysis, student profiles were investigated among 11,583 15‐year‐old‐students in Italy. Five distinct student groups were identified. The index of economic, social, and cultural status (ESCS), immigrant background, gender, study programs, and the accompanying learning environment were also inspected. Each group was observed against particular subdomains in science competence in line with the PISA framework and environmental awareness. The results indicate the profiles differed on the examined covariates and showed distinct patterns relative to achievement and environmental awareness. However, differences in achievement between the profiles could not be explained by students’ variability in immigrant background or ESCS across the examined groups.

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Section: Introductioncontrasting

confidence: 92%

Section: Introductionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data

et al. 2021

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Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts

Liou

Myoung

2023

Science Education

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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 science achievement. Current literature, however, drew such a conclusion based on the measures of instructional practice from students' perceptions, not teachers, despite teachers being the subject matter experts and actual implementers of classroom activities. Thus, this study examined the relationships between teacher‐perceived instructional practice, science motivational beliefs, and science achievement. Specifically, this study investigated the predictive effects of instructional practices on aggregated student motivational beliefs (i.e., self‐concept, utility value, and intrinsic value) and science achievement in the classroom context. Moreover, the study explored the contextual effects of student motivational beliefs on science achievement. We examined 3861 eighth graders' data nested within 168 science classrooms in the Korean portion of the latest Trends in International Mathematics and Science Study using multilevel structural equation modeling. The results showed that the inquiry‐based instructional approach did not predict science achievement or motivational beliefs at the classroom level. On the other hand, student self‐concept and utility value positively predicted individual achievement, while classroom‐level utility value statistically predicted average classroom achievement. In other words, the significant effect of classroom‐level utility value on achievement was beyond the effect of individual utility value. The unique contributions of the study lie in advancing the science education literature with a fresh reflection on such relationships by using a less examined data source (i.e., teacher perceptions), focusing on the classroom context (i.e., classroom‐level science motivational beliefs and achievement), and situating in an underrepresented country (i.e., Korea) in the literature. The results shed light on the discrepancies in the effectiveness of instructional practice perceived by teachers versus students on desired educational outcomes in a learning context. This study also discusses the practical and methodological implications for instructional and motivational research.

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Teaching Science That Is Inquiry-Based: Practices and Principles

Gillies

2023

Challenges in Science Education

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Teacher-Directed Versus Inquiry-Based Science Instruction: Investigating Links to Adolescent Students’ Science Dispositions Across 66 Countries

Cited by 32 publications

References 112 publications

Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data

Are students in Italy really disinterested in science? A person‐centered approach using the PISA 2015 data

Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts

Teaching Science That Is Inquiry-Based: Practices and Principles

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