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


  • Prof. Dr. Cory Forbes➚ (University of Nebraska-Lincoln, USA)
  • PD Dr. Anja Schiepe-Tiska (Technical University of Munich, TUM School of Education, Centre for International Student Assessment (ZIB), Munich)
  • Prof. Dr. Knut Neumann➚ (Leibniz Institut for Science and Mathematics Education [IPN], Kiel)

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.


  • *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.➚ (shared first authorship)
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