• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文期刊>International Journal of STEM Education >Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015
【24h】

Do inquiry-based teaching and school climate influence science achievement and critical thinking? Evidence from PISA 2015

机译：询问的教学和学校气候影响科学成果和批判性思维吗？来自PISA 2015的证据

获取原文
           
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

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.
机译：背景探索教学（IBT）和改善学校气候是促进学生学习和批判思维技能的两个最常用的策略。 IBT已经成为发展知识自治和复杂思维过程中最推荐的“活跃”方法之一，而学校气候被认为是一种有助于减轻不利条件的保护因素，并对教学和学习产生积极影响。本研究调查了哥伦比亚学生在PISA 2015测试中的学术表现与学校气候之间的关系。结果采用双层分层线性建模（HLM），结果显示了IBT与学生在测试中的科学表现之间的负关联。然而，结果表明IBT与学生自我报告的批判性思维技能之间的积极关系。结果还表明，学校气候是学习的积极调节因素。坐在比萨测试，性别和社会经济特征时等学生年级水平等上下文因素是比萨斯科学成就的强烈预测因素。结论这些结果揭示了需要额外研究所谓的活跃方法和学校背景对学生学习的影响。关于IBT，它似乎对学生的感知和动机似乎更大，而不是收购科学知识。积极的学院气候是一个保护因素，可以帮助改善学生学习。在哥伦比亚，学生教育成果的质量在很大程度上归因于他们的社会经济背景。然而，这项研究的结果表明，虽然学生和学校的社会经济特征仍然是高度的学术表现预测因子，但教学实践可以产生更大的影响。

著录项

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号