Skip to main content
SpringerLink
Log in

Inquiry in Science Education

  • Living reference work entry
  • First Online:
International Handbook of Comparative Large-Scale Studies in Education

Part of the book series: Springer International Handbooks of Education ((SIHE))

Abstract

Inquiry has played a major role in the past and present science education reforms around the world. Despite a great number of studies leveraging TIMSS and PISA data to investigate inquiry in science education, there is little effort to synthesize their findings. The present study aims to systematically review how TIMSS and PISA data were used to investigate inquiry and discuss how the findings contributed to the overall research on inquiry in science education. Patterns and findings from the TIMSS and PISA research were synthesized across the three strands of inquiry research to identify the relevant factors that explain (1) teachers’ frequent implementation of inquiry as an instructional approach, (2) students’ performance in inquiry or inquiry as an instructional outcome, and (3) the relationships between inquiry as an instructional approach and outcome. Findings indicated that the majority of the studies emphasized the third strand of inquiry research by examining the relationships between inquiry and student achievement. Although these studies used similar data, their conceptualizations and measurements of inquiry as an instructional approach varied considerably. This chapter provides an overview of the assessment of inquiry in TIMSS and PISA targeted to science education researchers who are unfamiliar with this field in the hope of encouraging them to utilize these data. It also encourages other researchers to reflect upon the knowledge gained from harnessing TIMSS and PISA data as well as the challenges and opportunities that lie ahead.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Institutional subscriptions

Similar content being viewed by others

References

  • Abd-El-Khalick, F., Boujaoude, S., Duschl, R. A., Lederman, N. G., Mamlok-Naaman, R., Hofstein, A., … Tuan, H. l. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397–419.

    Article  Google Scholar 

  • Aditomo, A., & Klieme, E. (2020). Forms of inquiry-based science instruction and their relations with learning outcomes: Evidence from high and low-performing education systems. International Journal of Science Education, 42(4), 504–525.

    Article  Google Scholar 

  • Areepattamannil, S. (2012). Effects of inquiry-based science instruction on science achievement and interest in science: Evidence from Qatar. The Journal of Educational Research, 105(2), 134–146.

    Article  Google Scholar 

  • Areepattamannil, S., & Kaur, B. (2013). Factors predicting science achievement of immigrant and non-immigrant students: A multilevel analysis. International Journal of Science Mathematics Education, 11(5), 1183–1207.

    Article  Google Scholar 

  • Cairns, D. (2019). Investigating the relationship between instructional practices and science achievement in an inquiry-based learning environment. International Journal of Science Education, 41(15), 2113–2135. https://doi.org/10.1080/09500693.2019.1660927

    Article  Google Scholar 

  • Cairns, D., & Areepattamannil, S. (2017). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1–23.

    Article  Google Scholar 

  • Chi, S., Liu, X., Wang, Z., & Won Han, S. (2018). Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education, 40(11), 1284–1304.

    Article  Google Scholar 

  • Chichekian, T., & Shore, B. M. (2016). Preservice and practicing teachers’ self-efficacy for inquiry-based instruction. Cogent Education, 3(1), 1236872.

    Article  Google Scholar 

  • Collier, T., Morell, L., & Wilson, M. (2018). Exploring the item features of a science assessment with complex tasks. Measurement, 114, 16–24.

    Article  Google Scholar 

  • Crawford, B. A. (2014). From inquiry to scientific practices in the science classroom. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (pp. 529–556). Routledge.

    Google Scholar 

  • Estrella, G., Au, J., Jaeggi, S. M., & Collins, P. (2018). Is inquiry science instruction effective for English language learners? A meta-analytic review. AERA Open, 4(2), 1–23.

    Article  Google Scholar 

  • Forbes, C. T., Neumann, K., & Schiepe-Tiska, A. (2020). Patterns of inquiry-based science instruction and student science achievement in PISA 2015. International Journal of Science Education, 1–24. https://doi.org/10.1080/09500693.2020.1730017

  • Furtak, E. M., & Penuel, W. R. (2019). Coming to terms: Addressing the persistence of “hands-on” and other reform terminology in the era of science as practice. Science Education, 103(1), 167–186. Retrieved from https://doi.org/10.1002/sce.21488

    Article  Google Scholar 

  • Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching. Review of Educational Research, 82(3), 300–329.

    Article  Google Scholar 

  • Gao, S. (2014). Relationship between science teaching practices and students’ achievement in Singapore, Chinese Taipei, and the US: An analysis using TIMSS 2011 data. Frontiers of Education in China, 9(4), 519–551.

    Article  Google Scholar 

  • Gao, S., & Wang, J. (2016). Do variations of science teaching approaches make difference in shaping student content and problem solving achievement across different racial/ethnic groups? International Journal of Environmental and Science Education, 11(12), 5404–5428.

    Google Scholar 

  • Gough, D., Oliver, S., & Thomas, J. (2017). An introduction to systematic reviews. Sage.

    Google Scholar 

  • Hopfenbeck, T. N., Lenkeit, J., El Masri, Y., Cantrell, K., Ryan, J., & Baird, J.-A. (2018). Lessons learned from PISA: A systematic review of peer-reviewed articles on the programme for international student assessment. Scandinavian Journal of Educational Research, 62(3), 333–353.

    Article  Google Scholar 

  • Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61, 35–44.

    Article  Google Scholar 

  • Jiang, F., & Mccomas, W. F. (2015). The effects of inquiry teaching on student science achievement and attitudes: Evidence from propensity score analysis of PISA data. International Journal of Science Education, 37(3), 554–576. https://doi.org/10.1080/09500693.2014.1000426

    Article  Google Scholar 

  • Kabiri, M., Ghazi-Tabatabaei, M., Bazargan, A., Shokoohi-Yekta, M., & Kharrazi, K. (2017). Diagnosing competency mastery in science: An application of GDM to TIMSS 2011 data. Applied Measurement in Education, 30(1), 27–38.

    Article  Google Scholar 

  • Kang, J., & Keinonen, T. (2016). Examining factors affecting implementation of inquiry-based learning in Finland and South Korea. Problems of Education in the 21st Century, 74, 31.

    Article  Google Scholar 

  • Kaya, S., & Rice, D. C. (2010). Multilevel effects of student and classroom factors on elementary science achievement in five countries. International Journal of Science Education, 32(10), 1337–1363.

    Article  Google Scholar 

  • Klieme, E., Pauli, C., & Reusser, K. (2009). The Pythagoras study: Investigating effects of teaching and learning in Swiss and German mathematics classrooms. In T. Janik & T. Seidel (Eds.), The power of video studies in investigating teaching and learning in the classroom (pp. 137–160). Waxmann.

    Google Scholar 

  • Kunter, M., & Baumert, J. (2006). Who is the expert? Construct and criteria validity of student and teacher ratings of instruction. Learning Environments Research, 9(3), 231–251.

    Article  Google Scholar 

  • Lau, K.-c., & Lam, T. Y.-p. (2017). Instructional practices and science performance of 10 top-performing regions in PISA 2015. International Journal of Science Education, 39(15), 2128–2149.

    Article  Google Scholar 

  • Lavonen, J., & Laaksonen, S. (2009). Context of teaching and learning school science in Finland: Reflections on PISA 2006 results. Journal of Research in Science Teaching, 46(8), 922–944. Retrieved from https://doi.org/10.1002/tea.20339

    Article  Google Scholar 

  • Liou, P.-Y., & Bulut, O. (2020). The effects of item format and cognitive domain on students’ science performance in TIMSS 2011. Research in Science Education, 50(1), 99–121.

    Google Scholar 

  • Liou, P.-Y., & Hung, Y.-C. (2015). Statistical techniques utilized in analyzing PISA and TIMSS data in science education from 1996 to 2013: A methodological review. International Journal of Science and Mathematics Education, 13(6), 1449–1468.

    Article  Google Scholar 

  • Martin, M. O., & Mullis, I. V. (2013). TIMSS 2015 assessment frameworks. Chestnut Hill: TIMSS & PIRLS International Study Center, Boston College and International Association for the Evaluation of Educational Achievement (IEA).

    Google Scholar 

  • Mullis, I. V., & Martin, M. O. (2017). TIMSS 2019 assessment frameworks. Boston College, TIMSS & PIRLS International Study Center.

    Google Scholar 

  • Mullis, I. V., Martin, M. O., Ruddock, G. J., O’Sullivan, C. Y., & Preuschoff, C. (2009). TIMSS 2011 assessment framework. Retrieved from Boston College, TIMSS & PIRLS International Study Center. http://timssandpirls.bc.edu/timss2015/international-results/

  • National Research Council. (1996). National science education standards. National Academies Press.

    Google Scholar 

  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. National Academies Press.

    Google Scholar 

  • National Research Council. (2013). Next generation science standards: For states, by states. The National Academies Press.

    Google Scholar 

  • OECD. (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. OECD Publishing.

    Book  Google Scholar 

  • OECD. (2016a). PISA 2015 assessment and analytical framework: Science, reading, mathematic and financial literacy. OECD Publishing.

    Book  Google Scholar 

  • OECD. (2016b). PISA 2015 results (volume II) policies and practices for successful schools. OECD Publishing.

    Book  Google Scholar 

  • Oliver, M., McConney, A., & Woods-McConney, A. (2019). The efficacy of inquiry-based instruction in science: A comparative analysis of six countries using PISA 2015. Research in Science Education. https://doi.org/10.1007/s11165-019-09901-0

  • Pongsophon, P., & Herman, B. C. (2017). A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries. International Journal of Science Education, 39(10), 1304–1325.

    Article  Google Scholar 

  • Rocard, M., Csermely, P., Jorde, D., Lenzen, D., Walberg-Henriksson, H., & Hemmo, V. (2007). Science education now: A renewed pedagogy for the future of Europe. Retrieved from https://ec.europa.eu/research/science-society/document_library/pdf_06/report-rocard-on-science-education_en.pdf

  • Rönnebeck, S., Bernholt, S., & Ropohl, M. (2016). Searching for a common ground–a literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161–197.

    Article  Google Scholar 

  • Ruiz-Primo, M.-A., & Li, M. (2016). PISA science contextualized items: The link between the cognitive demands and context characteristics of the items. e-Journal of Educational Research, Assessment and Evaluation, 22(1), 1–20.

    Google Scholar 

  • Scheerens, J. (1990). School effectiveness research and the development of process indicators of school functioning. School Effectiveness and School Improvement, 1(1), 61–80.

    Article  Google Scholar 

  • Tang, N.-E., Tsai, C.-L., Barrow, L., & Romine, W. (2018). Impacts of enquiry-based science teaching on achievement gap between high-and-low SES students: Findings from PISA 2015. International Journal of Science Education, 41(4), 448–470.

    Article  Google Scholar 

  • Teig, N. (2019). Scientific inquiry in TIMSS and PISA 2015: Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science. PhD dissertation, University of Oslo. Retrieved from https://www.duo.uio.no/handle/10852/71649

  • Teig, N., Scherer, R., & Nilsen, T. (2018). More isn’t always better: The curvilinear relationship between inquiry-based teaching and student achievement in science. Learning and Instruction, 56, 20–29. https://doi.org/10.1016/j.learninstruc.2018.02.006

    Article  Google Scholar 

  • Teig, N., Scherer, R., & Nilsen, T. (2019). I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science. Frontiers in Psychology, 10(July), 1697. https://doi.org/10.3389/fpsyg.2019.01697

    Article  Google Scholar 

  • Teig, N., Scherer, R., & Kjærnsli, M. (2020). Identifying patterns of students’ performance on simulated inquiry tasks using PISA 2015 log-file data. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21657

  • Vorholzer, A., & von Aufschnaiter, C. (2019). Guidance in inquiry-based instruction – An attempt to disentangle a manifold construct. International Journal of Science Education, 41(11), 1562–1577.

    Article  Google Scholar 

  • Yip, D. Y., Chiu, M. M., & Ho, E. S. C. (2004). Hong Kong student achievement in OECD-PISA study: Gender differences in science content, literacy skills, and test item formats. International Journal of Science Mathematics Education, 2(1), 91–106.

    Article  Google Scholar 

Download references

Disclosure Statement

A condensed version of this chapter based on an outdated review process from 2019 has been published as Teig, N. (2019). Scientific inquiry in TIMSS and PISA 2015: Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science. (Doctoral dissertation). University of Oslo, Norway.

Author information

Authors and Affiliations

  1. Department of Teacher Education and School Research, University of Oslo, Blindern, Oslo, Norway

    Nani Teig

Authors
  1. Nani Teig
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Nani Teig .

Editor information

Editors and Affiliations

  1. University of Oslo, Blindern, Oslo, Norway

    Trude Nilsen

  2. IEA Hamburg, Hamburg, Hamburg, Germany

    Agnes Stancel-Piątak

  3. University of Gothenburg, Gothenburg, Sweden

    Jan-Eric Gustafsson

Section Editor information

  1. CEMO, University of Oslo, Oslo, Norway

    Ronny Scherer

Electronic Supplementary Material(s)

Rights and permissions

Reprints and permissions

Copyright information

© 2021 Springer Nature Switzerland AG

About this entry

Check for updates. Verify currency and authenticity via CrossMark

Cite this entry

Teig, N. (2021). Inquiry in Science Education. In: Nilsen, T., Stancel-Piątak, A., Gustafsson, JE. (eds) International Handbook of Comparative Large-Scale Studies in Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_62-1

Download citation

  • DOI: https://doi.org/10.1007/978-3-030-38298-8_62-1

  • Received:

  • Accepted:

  • Published:

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-38298-8

  • Online ISBN: 978-3-030-38298-8

  • eBook Packages: Springer Reference EducationReference Module Humanities and Social SciencesReference Module Education

Publish with us

Policies and ethics

Search

Navigation