All Outputs (2)

The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015 (2019)
Journal Article
Oliver, M., McConney, A., & Woods-McConney, A. (2021). The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015. Research in Science Education, 51, 595-616. https://doi.org/10.1007/s11165-019-09901-0

© 2019, The Author(s). This study is a comparative analysis of 15-year-old students’ scientific literacy, and its association with the instructional strategies that students experience, across six OECD countries that participated in PISA 2015. Across... Read More about The Efficacy of Inquiry-Based Instruction in Science: a Comparative Analysis of Six Countries Using PISA 2015.

The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England (2019)
Journal Article
Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61, 35-44. https://doi.org/10.1016/j.learninstruc.2018.12.004

© 2019 Elsevier Ltd Inquiry-based science teaching involves supporting pupils to acquire scientific knowledge indirectly by conducting their own scientific experiments, rather than receiving scientific knowledge directly from teachers. This approach... Read More about The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England.