What’s the best way to teach science?
Education experts have spent the last 50 years debating over a seemingly simple question: what’s the best way to teach science? On one side of the divide are those who support self-guided, enquiry-based approaches, under which students direct their own learning. On the other are proponents of teacher-directed instruction, who say this approach makes it easier for teachers to manage classrooms and cover a wider range of content. Complicating the debate even further is the increasing diversity of student populations, which has raised demands for science curricula to adapt to student needs through adaptive teaching approaches.
We take a closer look at each of these strategies in the latest issue of PISA in Focus. Using new evidence from PISA 2015, we found that each approach has advantages and drawbacks for learning – and that identifying the most effective strategy isn’t as clear cut a proposition as it may seem.
In almost all of the 68 countries and economies that participated in PISA, students in the least disciplined science classes perform worse when exposed to enquiry-based science teaching. But in 33 countries and economies, this negative association disappears when students are learning in a disciplined environment.
In Thailand, exposure to enquiry-based teaching accounted for a four-point increase in performance among students in the most disciplined science classes. But students exposed to enquiry-based teaching in the least disciplined classrooms, scored about 13 points lower than those in more disciplined environments. The benefits gained from attending disciplined science classes with enquiry-based teaching are largest in Georgia (+20 points), Kosovo (+15 points), Lebanon (+13 points), Malta (+14 points), and Slovenia (+13 points). Read More----