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

by Areepattamannil, Shaljan

in Academic achievement / Active Learning / Adolescents / Education policy / Educational Policy / Evaluation / Foreign Countries / Hands on Science / Hierarchical Linear Modeling / Inquiry / Inquiry method / inquiry-based science instruction / interest in science / Investigations / Learner Engagement / Learning / Program for International Student Assessment / Qatar / Science Achievement / Science Education / Science Instruction / Science Interests / Science teachers / Scientific Literacy / Statistical Analysis / Teaching

2012

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

by Areepattamannil, Shaljan

2012

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

by Areepattamannil, Shaljan

2012

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Journal Article

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

Areepattamannil, Shaljan

2012

Overview

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.

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Publisher

Taylor & Francis Group,Taylor & Francis Group, LLC,Routledge,Taylor & Francis Inc

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