Moderation of the Effects of Scientific Inquiry Activities on Low SES Students' PISA 2015 Science Achievement by School Teacher Support and Disciplinary Climate in Science Classroom across Gender

Autor/inn/en	Chi, Shaohui; Liu, Xiufeng; Wang, Zuhao; Won Han, Seong
Titel	Moderation of the Effects of Scientific Inquiry Activities on Low SES Students' PISA 2015 Science Achievement by School Teacher Support and Disciplinary Climate in Science Classroom across Gender
Quelle	In: International Journal of Science Education, 40 (2018) 11, S.1284-1304 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chi, Shaohui)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2018.1476742
Schlagwörter	Science Instruction; Inquiry; Low Income Groups; Science Achievement; Teacher Role; Discipline; Educational Environment; Gender Differences; Foreign Countries; Achievement Tests; Secondary School Students; International Assessment; Socioeconomic Influences; Teaching Methods; China; China (Beijing); China (Shanghai); Program for International Student Assessment + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerrolle; Disziplin; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Geschlechterkonflikt; Ausland; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Sekundarschüler; Sozioökonomischer Faktor; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Scientific inquiry activities are considered as productive science instruction to improve students' science learning and achievement. Supportive teacher-student relationships and positive disciplinary climate in the classroom are also two important factors that could facilitate student learning. This study investigates whether the association between the inquiry-based science activities and student science achievement varies by teacher support and disciplinary climate in science classrooms, particularly when taking into consideration of student gender difference and socioeconomic status (SES). This study performed regression analyses using Beijing, Shanghai, Jiangsu, and Guangdong (B-S-J-G-China) students' science performance and background survey data of 2015 Program for International Student Assessment (PISA). Results showed that disciplinary climate, rather than teacher support, could moderate the association between inquiry-based science activities and student science achievement for both genders. Implications for instruction and further research were discussed as well. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01