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ERIC Number: EJ958550
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 111
ISBN: N/A
ISSN: ISSN-0022-0671
Effects of Inquiry-Based Science Instruction on Science Achievement and Interest in Science: Evidence from Qatar
Areepattamannil, Shaljan
Journal of Educational Research, v105 n2 p134-146 2012
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.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Qatar
Identifiers - Assessments and Surveys: Program for International Student Assessment