NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
PDF on ERIC Download full text
ERIC Number: EJ1115679
Record Type: Journal
Publication Date: 2016
Pages: 25
Abstractor: As Provided
ISSN: EISSN-1306-3065
Do Variations of Science Teaching Approaches Make Difference in Shaping Student Content and Problem Solving Achievement across Different Racial/Ethnic Groups?
Gao, Su; Wang, Jian
International Journal of Environmental and Science Education, v11 n12 p5404-5428 2016
Students' frequent exposure to inquiry-based science teaching is presumed more effective than their exposure to traditional didactic instruction in helping improve competence in content knowledge and problem solving. Framed through theoretical perspectives of inquiry-based instruction and culturally relevant pedagogy, this study examines this assumption using TIMSS 2007 US eighth-grade student data. Data analysis revealed three instructional approaches, including more inquiry based, mixed, and practice based, were popularly practiced in classrooms. More inquiry-based instruction was not significantly associated with content and problem solving achievements across Caucasian, African American, and Hispanic American students. The mixed teaching approach had a significant positive relationship for Hispanic American student's content and problem solving achievement. The relationship between practice-based approach with content and problem solving achievements of all three racial/ethnic groups were not significant. This study questions the popular assumption of the effectiveness of science teaching approaches and offers important implications for science teaching reform.
LOOK Academic Publishers. Knobbelzwaansingel 211 Den Haag 2496LN, Netherlands. Tel: 31-20-217-0912; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Grade 8; Junior High Schools; Middle Schools; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Trends in International Mathematics and Science Study
Grant or Contract Numbers: N/A