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International Journal of Science Education Volume 42, 2020 - Issue 5
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Articles

Patterns of inquiry-based science instruction and student science achievement in PISA 2015

Cory T. ForbesUniversity of Nebraska-Lincoln, Lincoln, NE, USACorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0003-2230-4251View further author information
ORCID Icon,
Knut NeumannIPN Leibniz Institute for Science and Mathematics Education, Kiel, GermanyORCID Iconhttps://orcid.org/0000-0002-4391-7308View further author information
ORCID Icon &
Anja Schiepe-TiskaCentre for International Student Assessment, Technical University of Munich, Munich, GermanyView further author information
Pages 783-806 | Received 25 May 2019, Accepted 11 Feb 2020, Published online: 18 Feb 2020

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Renata Bellová, Mária Balážová & Peter Tomčík. (2023) Are attitudes towards science and technology related to critical areas in science education?. Research in Science & Technological Education 41:3, pages 1117-1132.
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Ann Zetterqvist & Frank Bach. (2023) Epistemic knowledge – a vital part of scientific literacy?. International Journal of Science Education 45:6, pages 484-501.
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Cheng Yong Tan. (2022) Direct and indirect influences of familial socioeconomic status on students’ science achievement. Oxford Review of 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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Yimeng Liu & Jian Wang. (2022) The mediating–moderating model of inquiry-based learning and science self-efficacy: evidence from PISA 2015. International Journal of Science Education 44:7, pages 1096-1119.
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Hsin-Hui Wang, Huann-shyang Lin, Ya-Chun Chen, Yi-Ting Pan & Zuway-R. Hong. (2021) Modelling relationships among students’ inquiry-related learning activities, enjoyment of learning, and their intended choice of a future STEM career. International Journal of Science Education 43:1, pages 157-178.
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Petra Olschewski, Petra Herzmann & Kirsten Schlüter. (2023) Forschendes Lernen im Lehramtsstudium Biologie. Dokumentarische Rekonstruktionen studentischer ExperimentierprozesseInquiry-Based Learning in Biology Teacher Training. Documentary Reconstructions of Students’ Experimentation Processes. Zeitschrift für Didaktik der Naturwissenschaften 29:1.
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Mehmet D. Sulu, Ronald C. Martella, Orhan Aydin, Virginia Bolshokova & Emine Erden. (2023) A Meta-analysis of Science Education Studies for Students with Intellectual and Developmental Disabilities (IDD). Journal of Developmental and Physical Disabilities 35:6, pages 917-950.
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Yue Ma. (2022) The Effect of Inquiry-Based Practices on Scientific Literacy: the Mediating Role of Science Attitudes. International Journal of Science and Mathematics Education 21:7, pages 2045-2066.
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Korah Wiley, Yannis Dimitriadis & Marcia Linn. (2023) A human‐centred learning analytics approach for developing contextually scalable K‐12 teacher dashboards . British Journal of Educational Technology.
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Cheng Yong Tan, Lin Gao, Xiaoou Hong & Qiongjiang Song. (2023) Socioeconomic status and students' science self‐efficacy. British Educational Research Journal 49:4, pages 782-832.
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Diego Antonio Urdanivia Alarcon, Fabiola Talavera-Mendoza, Fabian Hugo Rucano Paucar, Karina Sandra Cayani Caceres & Rina Machaca Viza. (2023) Science and inquiry-based teaching and learning: a systematic review. Frontiers in Education 8.
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James E. Corter. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition) 627 636 .
Marcus Kubsch, David Fortus, Knut Neumann, Jeffrey Nordine & Joseph Krajcik. (2022) The interplay between students' motivational profiles and science learning. Journal of Research in Science Teaching 60:1, pages 3-25.
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Jeehye Hong, Hyunjung Kim & Hun-Gi Hong. (2022) Random Forest Analysis of Factors Predicting Science Achievement Groups: Focusing on Science Activities and Learning in School. Asia-Pacific Science Education 8:2, pages 424-451.
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Suarman Halawa, Ying-Shao Hsu & Wen-Xin Zhang. (2022) Inquiry Activity Design from Singaporean and Indonesian Physics Textbooks. Science & Education.
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Lin Zhang, Paul A. Kirschner, William W. Cobern & John Sweller. (2021) There is an Evidence Crisis in Science Educational Policy. Educational Psychology Review 34:2, pages 1157-1176.
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AiBin Tang, WenYe Li & Dawei Liu. (2022) THE IMPACT OF TEACHERS’ PROFESSIONAL DEVELOPMENT IN SCIENCE PEDAGOGY ON STUDENTS’ ACHIEVEMENT: EVIDENCE FROM TIMSS 2019. Journal of Baltic Science Education 21:2, pages 258-274.
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Renata Bellová & Mária Balážová. (2022) VÝZNAM UČITEĽA PRÍRODOVEDNÝCH PREDMETOV PRI FORMOVANÍ POZITÍVNYCH POSTOJOV ŽIAKOV K VEDE A TECHNIKE. Biologie. Chemie. Zeměpis 30:4, pages 21-37.
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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 .
Sunyata Smith & Wesley Pitts. 2022. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 151 175 .
Larry J. Grabau, Jari Lavonen & Kalle Juuti. (2021) Finland, A Package Deal: Disciplinary Climate in Science Classes, Science Dispositions and Science Literacy. Sustainability 13:24, pages 13857.
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Mehmet Taha & Derya Cobanoglu. (2021) Educational Data Mining: The Analysis of the Factors Affecting Science Instruction by Clustering Analysis. International Journal of Educational Methodology 7:3, pages 487-500.
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Lin Zhang & William W. Cobern. (2020) Confusions on “Guidance” in Inquiry-Based Science Teaching: a Response to Aditomo and Klieme (2020). Canadian Journal of Science, Mathematics and Technology Education 21:1, pages 207-212.
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Heiko Krabbe & Hans E. Fischer. 2021. Physics Education. Physics Education 83 112 .
Jonathan Osborne, Cory Forbes, Knut Neuman, Anna Schiepe-Tiska, Mylène Duclos, Florence Le Hebel, Andrée Tiberghien, Pascale Montpied, Valérie Fontanieu, Sara Dozier, Davide Azzolini, Nicola Bazoli & Loris Vergolini. 2021. Engaging with Contemporary Challenges through Science Education Research. Engaging with Contemporary Challenges through Science Education Research 73 90 .
Nani Teig. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1 31 .
Sunyata Smith & Wesley Pitts. 2020. International Handbook of Research on Multicultural Science Education. International Handbook of Research on Multicultural Science Education 1 26 .

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