Inquiry-Based Learning, Student Attitudes Toward Science, and Students' Science Achievement

• In Event: Poster Session 8
  In Poster Session: Research in Science Learning and Teaching Poster Session 1

Abstract

The purpose of this study is to examine the influence of inquiry-based learning (IBL) on student attitudes towards science and student science achievement. The sample used in this study consisted of American students who participated in Programme of International Student Assessment 2015. IBL was found to be significantly and positively related to student attitudes toward science. The results also indicated that students’ attitudes in science tend to be significantly related to students’ science achievement. For school level factors, only school mean SES significantly influenced the relationship between SES and students’ science achievement. IBL was found to negatively relate to student science achievement and there was also a mediation effect between student IBL, student attitudes towards science, and student science achievement.

Author

• Mingyu Lu, University at Buffalo - SUNY