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1.
Larry E. Suter 《International Journal of Science Education》2016,38(4):663-687
Elementary and secondary students spend more hours outside of class than in formal school and thus have more time for interaction with everyday science. However, evidence from a large international survey, Program of International Student Assessment (PISA) (OECD 2012), found a negative relationship between number of hours attending after-school science and science assessment scores in many countries, raising questions about why. The secondary analysis of the 2006, 2009, and 2012 PISA surveys found that in most Western countries the longer students attended after-school science programs (in a typical week), the lower their PISA standardized science test score, but the higher their positive attitudes toward future science careers, interest in science, and self-confidence in science. Several potential hypotheses for this relationship are examined and rejected. Further analysis of a causal relationship between frequent attendance in after-school programs and student achievement and attitudes should clearly identify the content of the program so that the analysis could distinguish experiences closely related to regular school curricula from the informal science activities that are not. A new analysis also should include carefully designed longitudinal surveys to test the effectiveness of informal experiences on later life choices in career and study. 相似文献
2.
The 2015 Programme for International Student Assessment (PISA) has drawn a substantial amount of attention from science educators and educational policymakers because it marked the first time that PISA assessed students' ability to evaluate and design scientific inquiry using computer-based simulations. We undertook a secondary analysis of the PISA 2015 Taiwan dataset of 7,973 students from 214 schools to identify critical issues of student learning and potentially reshape our educational system and policies. Thus, this study sought to identify potential latent clusters of students' scientific literacy performance according to a set of focus variables selected from the PISA student questionnaires. In addition, significant determinants of students' scientific literacy and resiliency were analyzed. Cluster analysis results demonstrated the presence of four clusters of high, medium, low, and inferior scientific literacy/epistemology/affective dispositions. Specifically, students in cluster 1 compared with other clusters showed that the higher the scientific literacy scores are, the more positive epistemic beliefs about science, achievement motivation, enjoyment of science, interests in broad science, science self-efficacy, information and communications technology (ICT) interest, ICT autonomy, more learning time, more teacher supports and teacher-directed instructions are. Regression results indicated that the most robust predictor of students' scientific literacy performance is epistemic beliefs about science, followed by learning time, interest in broad science topics, achievement motivation, inquiry-based science teaching and learning practice, and science self-efficacy. Decision tree model results showed that the descending order of the variables in terms of their importance in differentiating students as high- versus low-performing were epistemic beliefs about science, learning time, self-efficacy, interest in broad science, and scientific inquiry, respectively. A similar decision tree model to determine students as resilient versus non-resilient also was found. Various interpretations of these results are discussed, as are their implications for science education research, science teaching, and science education policy. 相似文献
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4.
Shaohui Chi Xiufeng Liu Zuhao Wang Seong Won Han 《International Journal of Science Education》2018,40(11):1284-1304
Scientific inquiry activities are considered as productive science instruction to improve students’ science learning and achievement. Supportive teacher-student relationships and positive disciplinary climate in the classroom are also two important factors that could facilitate student learning. This study investigates whether the association between the inquiry-based science activities and student science achievement varies by teacher support and disciplinary climate in science classrooms, particularly when taking into consideration of student gender difference and socioeconomic status (SES). This study performed regression analyses using Beijing, Shanghai, Jiangsu, and Guangdong (B-S-J-G-China) students’ science performance and background survey data of 2015 Program for International Student Assessment (PISA). Results showed that disciplinary climate, rather than teacher support, could moderate the association between inquiry-based science activities and student science achievement for both genders. Implications for instruction and further research were discussed as well. 相似文献
5.
Previous research has demonstrated the potential of examining log-file data from computer-based assessments to understand student interactions with complex inquiry tasks. Rather than solely providing information about what has been achieved or the accuracy of student responses (product data), students' log files offer additional insights into how the responses were produced (process data). In this study, we examined students' log files to detect patterns of students' interactions with computer-based assessment and to determine whether unique characteristics of these interactions emerge as distinct profiles of inquiry performance. Knowledge about the characteristics of these profiles can shed light on why some students are more successful at solving simulated inquiry tasks than others and how to support student understanding of scientific inquiry through computer-based environments. We analyzed the Norwegian PISA 2015 log-file data, science performance as well as background questionnaire (N = 1,222 students) by focusing on two inquiry tasks, which required scientific reasoning skills: coordinating the effects of multiple variables and coordinating theory and evidence. Using a mixture modeling approach, we identified three distinct profiles of students' inquiry performance: strategic, emergent, and disengaged. These profiles revealed different characteristics of students' exploration behavior, inquiry strategy, time-on-task, and item accuracy. Further analyses showed that students' assignment to these profiles varied according to their demographic characteristics (gender, socio-economic status, and language at home), attitudes (enjoyment in science, self-efficacy, and test anxiety), and science achievement. Although students' profiles on the two inquiry tasks were significantly related, we also found some variations in the proportion of students' transitions between profiles. Our study contributes to understanding how students interact with complex simulated inquiry tasks and showcases how log-file data from PISA 2015 can aid this understanding. 相似文献
6.
Since students have lost their interest in school science, several student-centered approaches, such as using topics that are relevant for students, inquiry-based learning, and discussion-based learning have been implemented to attract pupils into science. However, the effect of these approaches was usually measured in small-scale research, and thus, the large-scale evidence supporting student-centered approaches in general use is insufficient. Accordingly, this study aimed to investigate the effect of student-centered approaches on students’ interest and achievement by analyzing a large-scale data set derived from Program for International Student Assessment (PISA) 2006, to add evidence for advocating these approaches in school science, and to generalize the effects on a large population. We used Finnish PISA 2006 data, which is the most recent data that measures science literacy and that contains relevant variables for the constructs of this study. As a consequence of the factor analyses, four teaching methods were grouped as student-centered approaches (relevant topic-based, open and guided inquiry-based, and discussion-based approaches in school science) from the Finnish PISA 2006 sample. The structural equation modeling result indicated that using topics relevant for students positively affected students’ interest and achievement in science. Guided inquiry-based learning was also indicated as a strong positive predictor for students’ achievement, and its effect was also positively associated with students’ interest. On the other hand, open inquiry-based learning was indicated as a strong negative predictor for students’ achievement, as was using discussion in school science. Implications and limitations of the study were discussed. 相似文献
7.
More empirical evidence is needed to answer the question of in what way a family's socioeconomic status (SES) affects student academic achievement, so this study explores the mediating role of cultural capital (CC) in the relationship between SES and student achievement, using the latest approach to testing mediating effects. The data sets from 14 economies in the Programme for International Student Assessment (PISA) 2009 were analysed. In general, the results supported the mediation effects of CC, and the mean of ratios of mediation effects to total effects was 23%. For the three frequently used indices of SES, parents’ occupations and education levels had larger impacts on student literacies than did family wealth possession. For most economies, objectified cultural capital (OCC) can explain the effects of all three SES indices on student literacies, but embodied cultural capital (ECC) can only explain the effects of parents’ occupations and education levels on student literacies. Whether for reading literacy, science literacy or mathematics literacy, CC theory is applicable in most economies. However, the mediating effects on reading and science literacies were higher than those on mathematics literacy. For different economies, the explanatory power of CC theory was also different. 相似文献
8.
Terence Yuk Ping Lam 《International Journal of Science Education》2013,35(15):2463-2480
This study uses hierarchical linear modeling to examine the influence of a range of factors on the science performances of Hong Kong students in PISA 2006. Hong Kong has been consistently ranked highly in international science assessments, such as Programme for International Student Assessment and Trends in International Mathematics and Science Study; therefore, an exploration of the factors that affect science performances of Hong Kong students can give a lens to examine how science education can be improved in Hong Kong and other countries. The analyses reveal that student backgrounds as male, at higher grade levels, and born in mainland (when in the same grade) are associated with better science performance. Among the attitudinal factors, enjoyment of science and self-efficacy in science play important roles in scientific achievements. Most of the parental factors, on the other hand, are not having significant impacts on achievement after student attitudes are taken into account, with only parents’ value of science having a small effect. School student intake is found to be a strong predictor of school average achievement, as well as a major mediator of the effects of school enrollment size and school socio-economic status. The findings differ from recently reported results, which suggested that school enrollment size was associated with achievement. This study also points out the problems of the use of science instruction time as a school-level variable to explain science achievement in Hong Kong. 相似文献
9.
Rodger W. Bybee 《Journal of Science Education and Technology》2008,17(6):566-585
In today’s world, scientific literacy has become essential to full participation of citizens. Certainly, important components
of scientific literacy include resource use and environmental quality. The 2006 Program for International Student Assessment
(PISA) centered on scientific literacy and included resources and environments as two contexts for the test and student questionnaire.
The article first introduces PISA 2006, and then provides a general overview of results. Using two released units from PISA
2006, I then turn to results and a discussion of students’ science competencies and attitudes relative to environmental and
resources issues. The article concludes with a discussion of educational policies for science education programs and teaching
practices. 相似文献
10.
This study examined the effects of individual student factors and classroom factors on elementary science achievement within and across five countries. The student‐level factors included gender, self‐confidence in science and home resources. The classroom‐level factors included teacher characteristics, instructional variables and classroom composition. Results for the USA and four other countries, Singapore, Japan, Australia and Scotland, were reported. Multilevel effects were examined through Hierarchical Linear Modelling, using the Trends in International Mathematics and Science Study 2003 fourth grade dataset. Overall, the results showed that selected student background characteristics were consistently related to elementary science achievement in countries investigated. At the student level, higher levels of home resources and self‐confidence and at the classroom level, higher levels of class mean home resources yielded higher science scores on the TIMSS 2003. In general, teacher and instructional variables were minimally related to science achievement. There was evidence of positive effects of teacher support in the USA and Singapore. The emphasis on science inquiry was positively related to science achievement in Singapore and negatively related in the USA and Australia. Recommendations for practice and policy were discussed. 相似文献
11.
We estimated the invariance of educational achievement (EA) and learning attitudes (LA) measures across nations. A multi-group confirmatory factor analysis was used to estimate the invariance of educational achievement and learning attitudes across 55 nations (Programme for International Student Assessment [PISA] 2006 data, N?=?354,203). The constructs had the same meaning (factor loadings) but different scales (intercepts). Our conclusion is that comparisons of the relationships between educational achievement and learning attitudes across countries need to take into consideration two sources of variability: individual differences of students and group differences of educational systems. The lack of scalar invariance in EA and LA measures means that the relationships between EA and LA may have a different meaning at the level of nations and at the student level within countries. In other words, as PISA measures are not invariant in scalar sense, the comparisons across countries with nationally aggregated scores are not justified. 相似文献
12.
Learning Environment, Attitudes and Achievement among Middle-school Science Students Using Inquiry-based Laboratory Activities 总被引：1，自引：0，他引：1
This study compared inquiry and non-inquiry laboratory teaching in terms of students’ perceptions of the classroom learning
environment, attitudes toward science, and achievement among middle-school physical science students. Learning environment
and attitude scales were found to be valid and related to each other for a sample of 1,434 students in 71 classes. For a subsample
of 165 students in 8 classes, inquiry instruction promoted more student cohesiveness than non-inquiry instruction (effect
size of one-third of a standard deviation), and inquiry-based laboratory activities were found to be differentially effective
for male and female students. 相似文献
13.
Recent research has expanded understanding of the contribution of emotions to student engagement and achievement. Achievement emotions can be conceptualized as general ways of responding to achievement settings or specific emotional states aroused during a specific learning activity. Emotion processes can be distinguished as positive or negative, activating or deactivating. Using data from an international survey of science achievement (PISA 2006; N > 400,000 15-year-old students from 57 countries), relations between the positive, activating achievement emotion of enjoyment and a number of variables that combine with enjoyment to define students’ engagement with learning science are examined. Previously, we reported that enjoyment is central to relations between interest in science, value and knowledge, and students’ reported current and future engagement. The embedded attitudinal items from PISA 2006 allow testing of how enjoyment contributes to a more direct measure of engagement with science by assessing students’ interest in finding out more about the specific topics used to measure their science achievement. In this investigation, structural equation modeling is used to test predictions based on Hidi and Renninger’s (2006) four-phase model of interest development, and Pekrun’s (2006) control-value theory of achievement emotions. 相似文献
14.
John O. Anderson Huann-Shyang Lin David F. Treagust Shelley P. Ross Larry D. Yore 《International Journal of Science and Mathematics Education》2007,5(4):591-614
Large-scale assessments of student achievement provide a window into the broadly defined concepts of literacy and generate
information about levels and types of student achievement in relation to some of the correlates of learning, such as student
background, attitudes, and perceptions, and perhaps school and home characteristics. This paper provides an overview and outlines
potential research opportunities of one such assessment—the Programme for International Student Assessment (PISA). In order
to provide examples of the work that can be accomplished with these data, we describe and discuss the results generated from
PISA 2000 and PISA 2003 in terms of international comparisons of achievement and the models of relational patterns of student,
home, and school characteristics. We provide insight from the recent pilot testing conducted in Taiwan for PISA 2006, which
has a focus on scientific literacy. This is followed by a discussion of the implications and potentials of the 2000 and 2003
datasets to facilitate research on scientific and mathematical literacy. The paper concludes with a look ahead to PISA 2006
and what researchers should be attending to in the research reports generated from the OECD and the research interests that
they could follow given access to the datasets generated.
相似文献
| John O. AndersonEmail: |
15.
Arthur Louis Odom Jacob M. Marszalek Elizabeth R. Stoddard Jerzy M. Wrobel 《International Journal of Science Education》2013,35(17):2351-2374
The purpose of this study was to examine the association of middle school student science achievement and attitudes toward science with student-reported frequency of using computers to learn science and other classroom practices. Baseline comparison data were collected on the frequency of student-centred teaching practices (e.g. the use of group experiments during science class) and traditional teaching practices (e.g. having students copy notes during science class) to learn science. The student sample was composed of 294 seventh-grade students enrolled in middle school science. Multiple regression was used to investigate the association of attitudes toward science, student-centred teaching practices, computer usage, and traditional teaching practices with science achievement. Both attitudes toward science and student-centred teaching practices were positively associated with science achievement, and student-centred teaching practice was positively associated with attitude toward science. Computer usage was found to have a negative association with student achievement, which was moderated by traditional teaching practices. 相似文献
16.
This study examines the relationship between key elements of the School Excellence Model (SEM) and student achievement in reading, mathematics and science as measured by the Programme for International Student Assessment (PISA) 2012 and the Teaching and Learning International Survey (TALIS) 2013, using a sample of 166 schools in Singapore. Strategies, quality and resources are identified as school-level dimensions commonly involved in the SEM to select variables in PISA 2012 and TALIS 2013. A multilevel data analysis was conducted using hierarchical linear modelling. The results indicate that a triangulated school strategy focused on strengthening teacher participation, principal commitment and school responsibility has significant relationships with student performance. In particular, teachers’ instructional improvement contributed to student achievement, while teacher ratio to support teaching staff accounts for the largest variance in student achievement. Finally, school extra-curricular activities promote well-rounded student development that enhances learning achievement. Findings highlight the importance of school-based accountability that empowers teachers, in building school capacity for student achievement. 相似文献
17.
Nai-En Tang Lloyd Barrow William Romine 《International Journal of Science Education》2019,41(4):448-470
The purpose of this study was to empirically investigate, in a large-scale assessment, the prevalence of enquiry-based teaching, as defined by PISA, implemented in science lessons, and the extent to which it is related to students from different socioeconomic status (SES) family backgrounds in the U.S. The Programme of International Student Assessment (PISA) 2015 data including 5,146 students in the U.S. were used. A Latent Profile Analysis (LPA) was conducted to classify students into different science teaching subgroups. Mixture regression analysis was conducted to examine whether there the association between SES and achievement varied across science teaching subgroups. Four science teaching subgroups were identified, varying in the frequency of and type of teaching practices used. Students’ attitudes, gender, science instruction time, and reading achievement are significant predictors of the subgroup membership. SES-achievement gap also varied across the science teaching subgroups. Discussions for the results and suggestions for future study were presented. 相似文献
18.
Bronwen Cowie Alister Jones Kathrin Otrel-Cass 《International Journal of Science and Mathematics Education》2011,9(2):347-366
International assessment data paints a complex picture of the engagement and achievement of New Zealand students in science.
New Zealand was second only to Finland in the top achievers group in PISA 2006, but it also has one of the widest spreads
in student achievement, particularly in relation to Mori and Pasifika students. Thus, the challenges faced by New Zealand
students, teachers, schools and policy makers resonate with those from elsewhere. New Zealand has a strong research and development
tradition around student ideas in science education, but recently, there has been increased recognition at the policy and
practice level of the importance of both engagement and participation linked to student identity. A sociocultural orientation
to identity has the potential to generate new ways of thinking about and responding to the challenge of engaging students
in science. This orientation involves considering classrooms as sites for students working through the development and performance
of science-related identities, or not. In this paper, three suggestions from long-term research studies are made for ways
forward in addressing the challenge of increasing student engagement and participation through an expansion of the possibilities
for students to express and develop science-related identities. These are reconceptualising assessment, the inclusion of student
funds of knowledge and strategies for breaching the classroom walls. 相似文献
19.
Recai Akkus Murat Gunel Brian Hand 《International Journal of Science Education》2013,35(14):1745-1765
Many state and federal governments have mandated in such documents as the National Science Education Standards that inquiry strategies should be the focus of the teaching of science within school classrooms. The difficult part for success is changing teacher practices from perceived traditional ways of teaching to more inquiry‐based approaches. Arguments are often made about the effectiveness of these traditional strategies. The purpose of this study was to compare the effectiveness of the inquiry‐based approach known as the Science Writing Heuristic approach as a treatment to traditional teaching practices on students' post‐test scores in relation to students' achievement level and teacher's implementation of the approach. A mixed‐method research approach was used to analyze the teacher observational data and students' test results. The major findings of this study are that the quality of the implementation does have an impact on student performance on post‐test scores and that high‐quality implementation of the Science Writing Heuristic approach has significant advantages in closing the achievement gap within science classrooms. 相似文献