Effects of the Inquiry-based Teaching Approach on Vietnamese Students' Science Achievement Based on the 2015 PISA Data
Main Article Content
Abstract
The inquiry-based teaching is known as one of the most active teaching methods. It is closely linked to inquiry-based science teaching to enhance students' scientific capacities. This study aims to analyze the relationship between inquiry-based teaching approach and scientific achievement of Vietnamese students based on the 2015 PISA database with a sample of 5,826 Vietnamese students aged 15. The results show that the more often the inquiry-based teaching method is used, the better the students’ scientific achievement is. The study also provides some recommendations based on research results to improve the quality of science teaching method and students’ scientific capacity.
Keywords:
Inquiry-based teaching, inquiry-based science teaching, students' science achievement, PISA.
References
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[3] D.L. Haury, Teaching science through inquiry. ERIC/CSMEE Digest, 1993.
[4] National Research Council, National science education standards, Washington, D.C.: The National Academies Press, 1996.
[5] D.D. Minner, A.J. Levy, J. Century, Inquiry-based science instruction-what is it and does it matter? Results from a research synthesis years 1984 to 2002, Journal of Research in Science Teaching 47 (4) (2010) 474-496.
[6] F. Jiang, W.F. McComas, The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data, International Journal of Science Education 37 (3) (2015) 554-576.
[7] C.M. Schroeder, T.P. Scott, H. Tolson, T.-Y. Huang, Y. Lee, A meta-analysis of national research: Effects of teaching strategies on student achievement in science in the United States, Journal of Research in Science Teaching 44 (10) (2007) 1436-1460.
[8] E.M. Furtak, T. Seidel, H. Iverson, D. Briggs, Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis, Review of Educational Research 82 (3) (2012) 300-329.
[9] OECD, "PISA 2015 Context Questionnaires Framework", in PISA 2015 Assessment and Analytical Framework: Science, Reading, Mathematic, Financial Literacy and Collaborative Problem Solving, OECD Publishing, Paris, 2017a.
[10] M. Kobarg, M. Prenzel, T. Seidel, M. Walker, B. McCrae, J. Cresswell, J. Wittwer, An International Comparison of Science Teaching and Learning: Further Results from PISA 2006, Waxmann, Münster, 2011.
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[12] OECD, PISA 2015 technical report. Paris: PISA, OECD Publishing, Retrieved from http://www.oecd.org/pisa/sitedocument/PISA-2015-technical-report-final.pdf/, 2017b.
[13] T. Mostafa, A. Echazarra, H. Guillou, The science of teaching science: An exploration of science teaching practices in PISA 2015, OECD Education Working Papers 188 (2018) 1-112.