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International Journal of Science Education Volume 41, 2019 - Issue 4
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Impacts of enquiry-based science teaching on achievement gap between high-and-low SES students: findings from PISA 2015

Nai-En TangDepartment of Learning, Teaching & Curriculum, University of Missouri, Columbia, MO, USA
,
Chia-Lin TsaiDepartment Applied Statistics and Research Methods, University of Northern Colorado, Greeley, CO, USACorrespondence[email protected]
ORCID Iconhttp://orcid.org/0000-0002-6386-2527
ORCID Icon,
Lloyd BarrowDepartment of Learning, Teaching & Curriculum, University of Missouri, Columbia, MO, USA
&
William RomineDepartment of Biological Sciences, Wright State University, Dayton, OH, USA
Pages 448-470 | Received 10 Feb 2018, Accepted 01 Dec 2018, Published online: 14 Dec 2018

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Read on this site (5)

Faming Wang, Ronnel B. King, Lingyi Fu, Ching-Sing Chai & Shing On Leung. (2023) Overcoming adversity: exploring the key predictors of academic resilience in science. International Journal of Science Education 0:0, pages 1-25.
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Nani Teig, Ronny Scherer & Rolf Vegar Olsen. (2022) A systematic review of studies investigating science teaching and learning: over two decades of TIMSS and PISA. International Journal of Science Education 44:12, pages 2035-2058.
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Yuanze Zhu. (2022) Reading matters more than mathematics in science learning: an analysis of the relationship between student achievement in reading, mathematics, and science. International Journal of Science Education 44:1, pages 1-17.
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Cory T. Forbes, Knut Neumann & Anja Schiepe-Tiska. (2020) Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education 42:5, pages 783-806.
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Xin Du & Billy Wong. (2019) Science career aspiration and science capital in China and UK: a comparative study using PISA data. International Journal of Science Education 41:15, pages 2136-2155.
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Articles from other publishers (10)

Pallavi Banerjee & Luke Graham. (2023) STEM education in England: questioning the “leaky pipeline” metaphor. Education + Training 65:8/9, pages 957-971.
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Mónica Baptista, Estela Costa & Iva Martins. (2023) Equity in teaching science during times of crisis: a study with Portuguese science teachers. Cultural Studies of Science Education 18:3, pages 631-646.
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Pey‐Yan Liou & Eunjung Myoung. (2023) Teacher‐perceived science inquiry‐based instructional practice on student achievement and motivational beliefs in classroom contexts. Science Education.
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Nani Teig. 2022. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1135 1165 .
Eckhard Klieme & Trude Nilsen. 2022. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1089 1134 .
Eckhard Klieme & Trude Nilsen. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1 47 .
Christian Bob Nicol. (2021) An Overview of Inquiry-Based Science Instruction Amid Challenges. Eurasia Journal of Mathematics, Science and Technology Education 17:12, pages em2042.
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Su-Chi Fang. (2020) Towards Scientific Inquiry in Secondary Earth Science Classrooms: Opportunities and Realities. International Journal of Science and Mathematics Education 19:4, pages 771-792.
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Pey‐Yan Liou. (2020) Students' attitudes toward science and science achievement: An analysis of the differential effects of science instructional practices. Journal of Research in Science Teaching 58:3, pages 310-334.
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Nani Teig. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1 31 .

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