ABSTRACT Teacher-directed and inquiry-based science instructional practices have been shown to influence students’ performance on science assessments. However, only a small body of research has examined the associations of teacher-directed and inquiry-based science instructional practices with science-related dispositions among adolescent students using nationally representative samples drawn from countries across the globe. Hence, the present study, employing multilevel path analyses as an analytic strategy, investigated the relations of teacher-directed and inquiry-based science instruction to students’ science-related dispositions, such as enjoyment of science, interest in broad science topics, instrumental motivation to learn science, science self-efficacy, and epistemological beliefs about science, among 428,197 adolescent students from 15,644 schools in 66 countries. Results of multilevel path analyses, after controlling for student-, school-, and country-level demographic and socio-economic factors, revealed that teacher-directed science instruction was significantly positively related to adolescent students’ enjoyment of science, interest in broad science topics, instrumental motivation to learn science, science self-efficacy, and epistemological beliefs about science. Similarly, inquiry-based science instruction was also significantly positively linked to enjoyment of science, interest in broad science topics, instrumental motivation to learn science, and science self-efficacy. However, inquiry-based science instruction was not significantly associated with students’ epistemological beliefs about science. The findings of the current study suggest that a blend of teacher-directed and inquiry-based science instruction may be more appropriate for developing and nurturing students’ positive dispositions toward science. However, science teachers may require sufficient training and support to successfully implement the blended instruction model in their classrooms.

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教师指导与探究式科学教学：调查与 66 个国家青少年学生科学倾向的联系

摘要 教师指导和基于探究的科学教学实践已被证明会影响学生在科学评估中的表现。然而，只有一小部分研究使用从全球各国抽取的具有全国代表性的样本，研究了教师指导和基于探究的科学教学实践与青少年学生科学相关倾向之间的关联。因此，本研究采用多层次路径分析作为分析策略，调查了教师指导和探究式科学教学与学生科学相关性格的关系，例如对科学的享受、对广泛科学主题的兴趣、工具性动机。在来自 15 岁的 428,197 名青少年学生中学习科学、科学自我效能感和关于科学的认识论信念，66 个国家的 644 所学校。在控制了学生、学校和国家层面的人口统计和社会经济因素后，多层次路径分析的结果表明，教师指导的科学教学与青少年学生对科学的享受、对广泛科学主题的兴趣呈显着正相关、学习科学的工具性动机、科学自我效能感和关于科学的认识论信念。同样，基于探究的科学教学也与科学享受、对广泛科学主题的兴趣、学习科学的工具性动机和科学自我效能显着正相关。然而，基于探究的科学教学与学生对科学的认识论信念没有显着关联。当前研究的结果表明，教师指导和探究式科学教学的混合可能更适合发展和培养学生对科学的积极态度。然而，科学教师可能需要足够的培训和支持才能在课堂上成功实施混合教学模式。