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ERIC Number: ED514026
Record Type: Non-Journal
Publication Date: 2010-Dec-7
Pages: 46
Abstractor: As Provided
Reference Count: 64
What Matters in Inquiry-Based Science Instruction?
Hung, Man
Online Submission
With the overarching goal of improving scientific literacy for all, the emphasis on science achievement had been expanding all over the world. In this study, I examined the total, direct and indirect effects of inquiry-based science instruction on U. S. 8th graders' science achievement through attitudes toward science. I also examined the differential mediated effects of inquiry on science achievement among female and male students. Using data from the Trend in International Mathematics and Science Study (TIMSS) 2003, a series of structural equation modeling analyses were performed. Results showed that the total effect of inquiry-based activities on students' science achievement was slightly positive, and that students' attitudes toward science fully mediated the path between inquiry and achievement. In addition, the results of this study illustrated the differential mediated effects that inquiry and science achievement could have on each other, depending on students' gender. This study added to our understanding of factors that affect science achievement and suggested ways to improve scientific literacy. (Contains 8 figures and 13 tables.)
Publication Type: Reports - Research
Education Level: Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A