Exploring the Relations of Inquiry-Based Teaching to Science Achievement and Dispositions in 54 Countries

By D. Cairns, Shaljan Areepattamannil. 2019

196 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences, Management, Monitoring, Policy and Law

View Paper: https://www.semanticscholar.org/paper/ff69376da41b24189ef3cefacd2ac0c37301a5b5

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Andrew McConney
2. A. Woods-McConney
3. E. Klieme
4. Anindito Aditomo
5. M. Oliver

In General Agricultural and Biological Sciences

1. Andrew McConney
2. A. Woods-McConney
3. E. Klieme
4. Anindito Aditomo
5. M. Oliver

In Management, Monitoring, Policy and Law

1. E. Klieme
2. Anindito Aditomo

Citations in the corpus

• Forms of inquiry-based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems (2019, methodology): “With regard to science teaching, analysis based on ILSA data often shows inquiry to be negatively associated with science achievement (Cairns & Areepattamannil, 2017; Chi et al., 2018).”
• The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019, background): “Authors like Cairns and Areepattamannil (2017) draw a further distinction between inquiry-based teaching and inquiry-based learning, with the latter, as a “learning process engaged in by students that … follows the process of scientific inquiry” (p. 4).”