Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar

Autor/in	Areepattamannil, Shaljan
Titel	Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar
Quelle	In: Journal of Educational Research, 105 (2012) 2, S.134-146 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2010.533717
Schlagwörter	Investigations; Science Achievement; Science Interests; Foreign Countries; Educational Policy; Science Instruction; Science Education; Adolescents; Statistical Analysis; Models; Hands on Science; Active Learning; Inquiry; Scientific Literacy; Learner Engagement; Evaluation; Qatar; Program for International Student Assessment + Suchen Sie Ihr Suchwort? Untersuchung; Ausland; Politics of education; Bildungspolitik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Naturwissenschaftliche Bildung; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Statistische Analyse; Analogiemodell; Aktives Lernen; Evaluierung; Katar
Abstract	The author sought to investigate the effects of inquiry-based science instruction on science achievement and interest in science of 5,120 adolescents from 85 schools in Qatar. Results of hierarchical linear modeling analyses revealed the substantial positive effects of science teaching and learning with a focus on model or applications and interactive science teaching and learning on science achievement and interest in science. In contrast, science teaching and learning using student investigations and hands-on activities had substantial negative effects on science achievement in the context of other variables. Implications of the findings for educational policy and classroom practice are discussed. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10