Abstract
ABSTRACTIn this study, we examine patterns of students’ literacy and engagement in science associated with different levels of “inquiry‐oriented” learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co‐operation and Development's 2006 Programme for International Student Assessment, which had science as its focus. Consistently, our findings show that science students who report experiencing low levels of inquiry‐oriented learning activities are found to have above‐average levels of science literacy, but below‐average levels of interest in science, and below‐average levels on six variables that reflect students’ engagement in science. Our findings show that the corollary is also true. Across the three countries, students who report high levels of inquiry‐oriented learning activities in science are observed to have below‐average levels of science literacy, but above‐average levels of interest in learning science, and above‐average engagement in science. These findings appear to run counter to science education orthodoxy that the more students experience inquiry‑oriented teaching and learning, the more likely they are to have stronger science literacy, as well as more positive affect toward science. We discuss the implications of these findings for science educators and researchers.
Highlights
In this study, we examine patterns of students’ literacy and engagement in science associated with different levels of ‘inquiry-oriented’ learning reported by students in Australia, Canada, and New Zealand
Programme for International Student Assessment (PISA) surveys have been intentionally decoupled from specific school or country curricula; rather, the assessments are purposely based on more holistic descriptions of discipline-specific literacies
Using this “level of inquiry in learning science at school” variable, two groups of students were selected from each country’s dataset: 1) those students who reported experiencing low levels of inquiry, which we defined as those whose “level of inquiry in learning science at school” was more than 1 standard deviation (SD) above the overall mean for that country1; 2) those students who reported experiencing high levels of inquiry, which we defined as students whose “level of inquiry in learning science at school” was more than 1 standard deviation (SD) below the mean for that country
Summary
We examine patterns of students’ literacy and engagement in science associated with different levels of ‘inquiry-oriented’ learning reported by students in Australia, Canada, and New Zealand. Our findings show that science students who report experiencing low levels of inquiry-oriented learning activities are found to have above average levels of science literacy, but below average levels of interest in science, and below average levels on six variables that reflect students’ engagement in science. Students who report high levels of inquiry-oriented learning activities in science are observed to have below average levels of science literacy, but above average levels of interest in learning science, and above average engagement in science. Students are required to “generate explanations” (Banchi & Bell, 2008, p. 26), whereas guided inquiry has students develop their own research methods
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