Moderation of the Effects of Inquiry Activities on Science Achievement by School Teacher Support

• In Event: AERA Poster Session 14
  In Poster Session: Trends and Issues in Science Education

Abstract

This study used data from Beijing, Shanghai, Jiangsu, and Guangdong (B-S-J-G-China) students’ science achievement and background survey data of Program for International Student Assessment (PISA) 2015 to investigate whether the association between the inquiry-based science activities and student science achievement varies by school teacher support in science classroom. Results provided evidences that the effect of inquiry activities on student achievement would be influenced by factors such as school teacher support and school’s proportion of certified science teachers. Our findings indicated that high extent of school teacher support is one of the determinants of positive association between students’ science achievement and inquiry-based science activities.

Authors

• Shaohui Chi, East China Normal University

• Zuhao Wang, East China Normal University