The science of teaching science: An exploration of science teaching practices in PISA 2015
This paper explores the relationship between various science teaching strategies and students' science-related outcomes. The focus is on enquiry-based science teaching, teacher-directed instruction, adaptive teaching and teacher feedback. The outcomes of interest include students' science...
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| Format: | Elektronisch E-Book |
| Sprache: | English |
| Veröffentlicht: |
Paris
OECD Publishing
2018
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| Schriftenreihe: | OECD Education Working Papers
no.188 |
| Schlagworte: | |
| Online-Zugang: | Volltext |
| Zusammenfassung: | This paper explores the relationship between various science teaching strategies and students' science-related outcomes. The focus is on enquiry-based science teaching, teacher-directed instruction, adaptive teaching and teacher feedback. The outcomes of interest include students' science performance, and students' dispositions and attitudes towards science. The findings show that the negative association between enquiry-based science teaching and science performance is greatly attenuated when lessons are delivered in disciplined science classes. This approach could help close the gender gap between girls and boys when it comes to attitudes towards science and to the decision to pursue a career in STEM-related fields. The results also show that teacher-directed instruction is a reliable strategy that is positively associated with students' science outcomes regardless of school climate and resources. Adaptive teaching is positively correlated with science performance in the majority of countries, particularly in countries known for the use of personalised learning approaches, while teacher feedback is weakly but positively associated with science performance once students' achievement in mathematics and reading is accounted for. In general, all teaching strategies have the potential to foster enjoyment of and interest in science, and students' epistemic beliefs, self-efficacy in science and expectations of a career in science. |
| Beschreibung: | 1 Online-Ressource (112 p.) |
| DOI: | 10.1787/f5bd9e57-en |
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| spelling | Mostafa, Tarek VerfasserIn aut The science of teaching science An exploration of science teaching practices in PISA 2015 Tarek, Mostafa, Alfonso, Echazarra and Hélène, Guillou Paris OECD Publishing 2018 1 Online-Ressource (112 p.) Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier OECD Education Working Papers no.188 This paper explores the relationship between various science teaching strategies and students' science-related outcomes. The focus is on enquiry-based science teaching, teacher-directed instruction, adaptive teaching and teacher feedback. The outcomes of interest include students' science performance, and students' dispositions and attitudes towards science. The findings show that the negative association between enquiry-based science teaching and science performance is greatly attenuated when lessons are delivered in disciplined science classes. This approach could help close the gender gap between girls and boys when it comes to attitudes towards science and to the decision to pursue a career in STEM-related fields. The results also show that teacher-directed instruction is a reliable strategy that is positively associated with students' science outcomes regardless of school climate and resources. Adaptive teaching is positively correlated with science performance in the majority of countries, particularly in countries known for the use of personalised learning approaches, while teacher feedback is weakly but positively associated with science performance once students' achievement in mathematics and reading is accounted for. In general, all teaching strategies have the potential to foster enjoyment of and interest in science, and students' epistemic beliefs, self-efficacy in science and expectations of a career in science. Education Echazarra, Alfonso MitwirkendeR ctb Guillou, Hélène MitwirkendeR ctb FWS01 ZDB-13-SOC FWS_PDA_SOC https://doi.org/10.1787/f5bd9e57-en Volltext |
| spellingShingle | Mostafa, Tarek The science of teaching science An exploration of science teaching practices in PISA 2015 Education |
| title | The science of teaching science An exploration of science teaching practices in PISA 2015 |
| title_auth | The science of teaching science An exploration of science teaching practices in PISA 2015 |
| title_exact_search | The science of teaching science An exploration of science teaching practices in PISA 2015 |
| title_full | The science of teaching science An exploration of science teaching practices in PISA 2015 Tarek, Mostafa, Alfonso, Echazarra and Hélène, Guillou |
| title_fullStr | The science of teaching science An exploration of science teaching practices in PISA 2015 Tarek, Mostafa, Alfonso, Echazarra and Hélène, Guillou |
| title_full_unstemmed | The science of teaching science An exploration of science teaching practices in PISA 2015 Tarek, Mostafa, Alfonso, Echazarra and Hélène, Guillou |
| title_short | The science of teaching science |
| title_sort | science of teaching science an exploration of science teaching practices in pisa 2015 |
| title_sub | An exploration of science teaching practices in PISA 2015 |
| topic | Education |
| topic_facet | Education |
| url | https://doi.org/10.1787/f5bd9e57-en |
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