Assessing Global Scientific Literacy: A Comparative Analysis of PISA 2015 Results

Team

In the context of Prof. Cory Forbes’ Fulbright Scholarship, the project investigates the relationship between inquiry-base science teaching and multidimensional educational goals in science. PISA 2015 data will be analyzed to examine how high-performing and low-performing students in different countries perceive inquiry-base science teaching in their schools. In addition, the relationship with other instructional practices such as adjusting instruction to students’ thinking or teacher-directed teaching is investigated.

Publikationen

  • *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, 42, 783–806. https://doi.org/10.1080/09500693.2020.1730017➚ (shared first authorship)
Students experimenting (symbolic image) © pexels.com

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