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ERIC Number: EJ1188370
Record Type: Journal
Publication Date: 2018
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0950-0693
Moderation of the Effects of Scientific Inquiry Activities on Low SES Students' PISA 2015 Science Achievement by School Teacher Support and Disciplinary Climate in Science Classroom across Gender
Chi, Shaohui; Liu, Xiufeng; Wang, Zuhao; Won Han, Seong
International Journal of Science Education, v40 n11 p1284-1304 2018
Scientific inquiry activities are considered as productive science instruction to improve students' science learning and achievement. Supportive teacher-student relationships and positive disciplinary climate in the classroom are also two important factors that could facilitate student learning. This study investigates whether the association between the inquiry-based science activities and student science achievement varies by teacher support and disciplinary climate in science classrooms, particularly when taking into consideration of student gender difference and socioeconomic status (SES). This study performed regression analyses using Beijing, Shanghai, Jiangsu, and Guangdong (B-S-J-G-China) students' science performance and background survey data of 2015 Program for International Student Assessment (PISA). Results showed that disciplinary climate, rather than teacher support, could moderate the association between inquiry-based science activities and student science achievement for both genders. Implications for instruction and further research were discussed as well.
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China; China (Beijing); China (Shanghai)
Identifiers - Assessments and Surveys: Program for International Student Assessment