The Relationship Between Teaching Approaches and the Science Process Achievement of Students From Four Racial Groups

• In Event: 46.085 - Roundtable Session 15
  In Roundtable Session: 46.085-1 - Are We Ready for This? Addressing Racial and Cultural Difference in STEM Learning

Abstract

Inquiry-based teaching is assumed to be more effective than didactic instruction in helping students learn science process knowledge and narrowing the achievement gap between different racial group students. This assumption is examined using data from TIMSS 2007. It found that three science teaching approaches emerged through data analysis and none of them matched the theoretical definition in the literature. Additionally, none of them showed a statistical relationship to science knowing or applying achievements for Caucasian, African American, or Hispanic students. Further, a more inquiry-based science teaching approach was found to be negatively related to science knowing and applying achievement for Asian American students. It was also more likely to reduce the achievement gap between African American and Asian American students.

Authors

• Su Gao, University of Central Florida

• Jian Wang, Texas Tech University

• Emily Lin, University of Nevada - Las Vegas