Balancing Inquiry and Teacher-Directed Methods to Optimise Students’ Learning of Science: A Conceptual and Methodological Synthesis of PISA Analyses

: (Alternative Format Thesis)

Abstract

Background

Inquiry-learning has long been espoused as one of the most effective methods of teaching science in schools based on the idea that students in schools learn better by actively constructing knowledge through simulating the work of practicing scientists, in some form, in the science classroom. This research is a centred on investigating the effectiveness of inquiry-learning as an approach to science education in terms of scientific literacy, as defined by the Organization for Economic Cooperation and Development. As such the focus is on instructional approaches that develop conceptual, procedural, and epistemic science knowledge. Prior research is largely in agreement that inquiry-learning is an important pedagogical approach, but some experimental studies have questioned its efficacy. In the studies presented in this thesis, the effectiveness of the inquiry-learning approach is determined using correlational analyses that employ data from the Programme for International Student Assessment (PISA) data from the 2015 cycle. An integral component of scientific literacy and the process of scientific inquiry is epistemic cognition in science. Epistemic cognition (an individual’s considered views regarding the nature of scientific knowledge and how scientists can justify knowledge is true) underpins much of the knowledge and skills required to learn effectively through inquiry. As such, the importance of sophisticated levels of epistemic cognition in science in relation to scientific literacy has also been investigated in this thesis.

Methods

The importance of the PISA 2015 cycle in this research was the focus on the domain of science that included a range of non-cognitive questionnaires that allowed for correlational analyses to be carried out between key variables and scientific literacy scores. This very large dataset (540,000 participants) allowed for the large-scale testing of these relationships and the development of advanced models that can detect covariance between constructs whilst controlling for the effects of other factors. The analytical methods used included hierarchical linear modelling (two- and three-level), path analysis and mediation analysis. Using these methods, good evidence of associations between constructs (for example, inquiry learning approaches and science achievement) were determined.
Findings

The main findings of this thesis are that inquiry learning, as measured by PISA, is ineffective in all countries when measured as a complete construct (the higher the frequency of experiencing inquiry-learning approaches the lower the scientific literacy score). However, inquiry learning items perform very differently when disaggregated from the scale and more teacher directed approaches are positively associated with scientific literacy, but student led approaches are negatively associated. Also, some approaches are effective only in moderation and have a curvilinear relationship with scientific literacy. Furthermore, items from the teacher directed instruction scale are highly positively related to scientific literacy and teacher explanations, partially, explain the positive effects of some inquiry-learning items when looking at data from Australian schools. Lastly, epistemic cognition in UAE schools is central to high scientific literacy scores and this concept is proffered as a missing ingredient in more effective inquiry-learning based in the findings from the other studies in the thesis and extant theory.

Conclusion

These findings are of international importance as education systems around the world continue to mandate inquiry-learning as an essential ingredient to a well-rounded science education. The evidence presented in this thesis indicates a need for explicit teaching as a precursor to inquiry learning and this includes the explicit teaching of epistemic knowledge. Bearing this in mind the most effective combination of methods should be employed and balanced with other approaches (with perhaps affective benefits) to ensure students across the globe are provided the opportunities to be as conceptually, procedurally, and epistemically knowledgeable as possible.

Date of Award	11 Dec 2024
Original language	English
Awarding Institution	University of Bath
Supervisor	Andres Sandoval Hernandez (Supervisor) & Samantha Curle (Supervisor)