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Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015
International Journal of Stem Education ( IF 6.7 ) Pub Date : 2020-08-19 , DOI: 10.1186/s40594-020-00240-5
Ricardo L. Gómez , Ana María Suárez

Background
Inquiry-based teaching (IBT) and improving school climate are the two most commonly used strategies for fostering learning and critical thinking skills in students. IBT has positioned itself as one of the most recommended “active” methodologies for developing intellectual autonomy and complex thought processes, whereas school climate is considered to be a protective factor that helps mitigate adverse conditions and has a positive impact on teaching and learning. This study investigates the relationship between IBT and school climate with the academic performance of Colombian students in the PISA 2015 test.

Results
Using a two-level Hierarchical Linear Modeling (HLM), the results show a negative association between IBT and students’ scientific performance in the test. However, results show a positive association between IBT and students’ self-reported critical thinking skills. Results also show that school climate is a positive moderating factor on learning. Contextual factors such as the student’s grade level at the time of sitting for the PISA test, gender, and socioeconomic characteristics are strong predictors of science achievement in PISA.

Conclusions
These results reveal the need for additional research on the effect of the so-called active methodologies and school context on student learning. Regarding IBT, it seems that its influence is greater on student’s perception and motivation, than in acquisition of scientific knowledge. Positive school climate is a protective factor that can help to improve student learning. In Colombia, the quality of students’ educational outcomes has largely been attributed to their socioeconomic background. However, the results of this study show that, although students’ and schools’ socioeconomic characteristics continue to be strong predictors of academic performance, teaching practices can have an even larger impact.



中文翻译:

基于探究的教学和学校氛围是否会影响科学成就和批判性思维?来自PISA 2015的证据

背景
基于探究的教学(IBT)和改善学校氛围是培养学生学习和批判性思维技能的两种最常用的策略。IBT已将自己定位为发展智力自主和复杂思维过程的最推荐“主动”方法之一,而学校氛围被认为是有助于减轻不利条件并对教与学产生积极影响的保护因素。这项研究调查了IBT和学校氛围与哥伦比亚学生在PISA 2015考试中的学习成绩之间的关系。

结果
使用两级分层线性建模(HLM),结果显示IBT与学生在测试中的科学表现之间存在负相关关系。但是,结果显示,IBT与学生的自我报告的批判性思维技能之间存在正相关。结果还表明,学校气氛是学习的积极调节因素。上下文因素(例如参加PISA考试时的学生成绩水平,性别和社会经济特征)是PISA科学成绩的重要预测指标。

结论
这些结果表明,需要对所谓的主动方法和学校环境对学生学习的影响进行更多研究。关于IBT,似乎它对学生的感知和动机的影响大于对科学知识的获取。积极的学校氛围是可以帮助改善学生学习的保护因素。在哥伦比亚,学生的教育成果质量在很大程度上归因于他们的社会经济背景。但是,这项研究的结果表明,尽管学生和学校的社会经济特征继续成为学习成绩的重要指标,但教学实践可能会产生更大的影响。

更新日期:2020-08-19
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