Recent international comparison studies such as the Programme for International Student Assessment (PISA) repeatedly argued that inquiry-based learning (IBL) indicated a negative effect on science literacy (SL). However, those studies included two limitations in revealing the relationship between IBL and SL as they did not consider (1) instructional quality and (2) different types of IBL. Accordingly, this study aimed to explore relationships between two types of IBL (open and guided) and SL, and how four types of instructional quality (classroom management, adaptative teaching, teacher–student relationship, and teacher support) moderated the relationships between IBL and SL. For this purpose, a PISA 2015 Finnish sample was used and analyzed by latent moderated structural equation modeling in order to explore the latent interaction between IBL and the quality of instruction. The results of this study presented that the teacher–student relationship was the most potent predictor of SL and moderated the effects of guided and open inquiry on SL. Classroom management also indicated moderation effects for both guided and open inquiry. Also, this study showed the overruling effect of open inquiry on guided inquiry in predicting SL.

中文翻译：

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探究式学习与预测科学素养的教学质量之间的相互关系

最近的国际比较研究，例如国际学生评估计划 (PISA)，一再认为探究式学习 (IBL) 对科学素养 (SL) 有负面影响。然而，这些研究在揭示 IBL 和 SL 之间的关系方面存在两个局限性，因为它们没有考虑 (1) 教学质量和 (2) 不同类型的 IBL。因此，本研究旨在探讨两种类型的 IBL（开放式和引导式）与 SL 之间的关系，以及四种类型的教学质量（课堂管理、适应性教学、师生关系和教师支持）如何调节 IBL 与 SL 之间的关系。 SL。以此目的，使用 PISA 2015 芬兰样本并通过潜在调节结构方程模型进行分析，以探索 IBL 与教学质量之间的潜在相互作用。这项研究的结果表明，师生关系是 SL 最有效的预测因素，并调节了引导式和开放式探究对 SL 的影响。课堂管理还表明了引导式和开放式探究的调节效应。此外，这项研究显示了开放式询问对引导式询问在预测 SL 方面的压倒性影响。