کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
6845516 | 1436405 | 2018 | 10 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
More isn't always better: The curvilinear relationship between inquiry-based teaching and student achievement in science
ترجمه فارسی عنوان
بیشتر همیشه بهتر نیست: رابطه منحنی بین آموزش مبتنی بر پرس و جو و موفقیت دانش آموزان در علوم
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کلمات کلیدی
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روانشناسی رشد و آموزشی
چکیده انگلیسی
Previous studies have assumed a linear relationship between inquiry-based teaching and student achievement in science. However this assumption may be questionable. Recent evidence on the effectiveness of inquiry-based teaching has yielded conflicting findings. To test the linearity assumption, the present study investigated the relation between inquiry-based teaching and achievement by taking into account the possible existence of nonlinear relations using Norwegian TIMSS 2015 data. A multilevel structural equation modeling analysis showed that the relationship was curvilinear. Inquiry-based teaching was positively correlated with achievement, but high frequency of inquiry activities was negatively related to achievement. Furthermore, we found that classroom SES did not affect the strength of the relationship between inquiry and achievement. These findings challenge the linearity assumption and contribute to explaining the conflicting evidence in earlier research as well as promote the effectiveness of inquiry-based teaching regardless of students' socioeconomic backgrounds.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Learning and Instruction - Volume 56, August 2018, Pages 20-29
Journal: Learning and Instruction - Volume 56, August 2018, Pages 20-29
نویسندگان
Nani Teig, Ronny Scherer, Trude Nilsen,