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ERIC Number: EJ1223459
Record Type: Journal
Publication Date: 2019-Sep
Pages: 12
Abstractor: As Provided
ISSN: ISSN-1492-6156
How Does Inquiry-Based Scientific Investigation Relate to the Development of Students' Science Knowledge, Knowing, Applying, and Reasoning? An Examination of TIMSS Data
Zhang, Lin; Li, Zhushan
Canadian Journal of Science, Mathematics and Technology Education, v19 n3 p334-345 Sep 2019
The present study examined to what extent inquiry-based investigation as an instructional approach associated with students' overall science achievement and achievement in cognitive domains, including knowing science facts, applying scientific principles, and reasoning with scientific concepts to solve problems. Using TIMSS 2007 science achievement data for the 8th graders in the USA and the corresponding student questionnaires, we found that students' involvement in inquiry-based scientific investigation negatively related to students' overall science achievement. As the skills involved higher cognitive abilities, from knowing to applying and reasoning, the more students were engaged in the investigation, the more their achievement scores dropped. In contrast, students' achievement significantly related to explicit instruction and as the skills involved higher cognitive abilities, the positive significant relationship got more strengthened.
Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Elementary Education; Grade 8; Junior High Schools; Middle Schools; 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