This study investigated the relationships of teacher-directed approaches with science achievement in Australian schools. The data for this study were drawn from the Program for International Student Assessment (PISA) 2015 database and analysed using multilevel modelling (MLM). MLMs were estimated to test the contribution of each item to students’ science achievement scores and to estimate the mediation effect of teacher explanations on these relationships. Only explicit, teacher-directed practices demonstrated a significant, positive association with science achievement. The positive, significant nature of the item ‘the teacher explains scientific ideas’ (B = 29.61, p < 0.001) suggested that this practice should take place in all science lessons. In the mediation model, the explicit, teacher-directed approaches in the inquiry scale revealed a significant indirect effect on science achievement, through the process of the teacher explaining scientific ideas. This indicated that effective explanations also underpin other instructional approaches such as contextualised science learning. These findings, accompanied by an analysis of the teacher-directed items and their relationships to science outcomes, give teachers and policymakers clear guidance regarding the effective use of instructional explanations in the science classroom.

这项研究调查了澳大利亚学校中教师指导的方法与科学成就之间的关系。这项研究的数据来自2015年国际学生评估计划（PISA）数据库，并使用多层次建模（MLM）进行了分析。传销估计用来检验每个项目对学生科学成就分数的贡献，并估计教师对这些关系的解释的中介作用。只有明确的，教师指导的实践才能证明与科学成就有着显着的积极联系。“老师解释科学思想”项目的积极意义（B  = 29.61，p  <0.001）表明，这种实践应在所有情况下进行。科学课。在中介模型中，探究量表中明确的，教师指导的方法通过教师解释科学观念的过程揭示了对科学成就的重大间接影响。这表明有效的解释还支持其他教学方法，例如情境化的科学学习。这些发现以及对教师指导的项目及其与科学成果的关系的分析，为教师和政策制定者提供了有关在科学课堂中有效使用教学解释的明确指导。