The relationships between the practice of different scientific activities and students’ scientific knowledge, inquiry skills, view of the nature of science and attitude towards science
A study in primary school
Bibliographic Data
| ID | 21589956 |
|---|---|
| Authors | Manuel Bächtold (0000-0002-8659-5177, LIRDEF, University of Montpellier & University Paul Valéry Montpellier, Montpellier, France, corresponding author), David Cross (0000-0001-8527-7583, LIRDEF, University of Montpellier & University Paul Valéry Montpellier, Montpellier, France), Valérie Munier (0000-0002-8167-8707, LIRDEF, University of Montpellier & University Paul Valéry Montpellier, Montpellier, France) |
| Year | 2024 |
| Volume | 46 |
| Issue | 18 |
| Pages | 1922-1943 |
| Publication date | 2024-12-11 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | International Journal of Science Education, Part B (JOURNAL) |
| Journal identifiers | ISSN: 2154-8455 • E-ISSN: 2154-8463 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/09500693.2024.2303623 |
| OpenAlex | W4390906192 |
| Language | EN |
| References cited | 47 |
Data from PISA and TIMSS have recently fuelled the debate on the efficacy of Inquiry-Based Science Teaching (IBST). Some analyses of these data show that the effects of different scientific activities related to IBST carried out with students vary according to the frequency of their implementation. Extending this research, the present study focuses on several scientific activities (Conception, Problem, Hypothesis, Model, Manipulation, Discussion-IBST, Interaction), some of which have not been considered previously. It investigates the extent to which these activities are implemented in teachers’ practices and their relationships with student learning. The study is based on self-reported practices of primary school teachers in France (98) and data on their students (2250) measuring their scientific knowledge, inquiry skills, views of the nature of science (NOS) and attitudes towards science. Findings show that teachers’ practices are diverse, with some teachers implementing scientific activities frequently and others rarely. However, no profile of teaching practices could be associated with high or low levels of student learning. The only scientific activity for which converging positive relationships with student learning were found was modelling. This finding calls for further studies to explore the relationships of the different modelling sub-practices with student learning
Mathematics education · Nature of Science · Pedagogy · Science education · Scientific Literacy · Social science · Sociology · Sociology of scientific knowledge · Animal and Plant Science Education · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Multiple Correspondence Analysis and Related Methods
Coefficients Alpha, Beta, Omega, and the glb
Let's talk evidence – The case for combining inquiry-based and direct instruction
Developing a learning progression for scientific modeling
Effects of beliefs about the nature of knowledge on comprehension.
Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries
Does discovery-based instruction enhance learning?
Inquiry‐based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002
Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching
Meta-Analysis of Inquiry-Based Learning
Beyond the scientific method
Why Minimal Guidance During Instruction Does Not Work
A systematic review of studies investigating science teaching and learning
Forms of inquiry-based science instruction and their relations with learning outcomes
Moderating effects of teacher feedback on the associations among inquiry-based science practices and students’ science-related attitudes and beliefs
Patterns of inquiry-based science instruction and student science achievement in Pisa 2015
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Investigating scientific modeling practices in U.S. and German elementary science classrooms
Students' attitudes toward science and science achievement
Relations of epistemic beliefs with motivation, achievement, and aspirations in science
Confusions on “Guidance” in Inquiry-Based Science Teaching
Phases of inquiry-based learning
Teaching Scientific Practices
| Citation velocity | historical |
|---|---|
| Highly cited | No |