¿El aprendizaje basado en indagación mejora el rendimiento académico del alumnado en ciencias? Análisis basado en PISA 2018

  1. Rodríguez-García, Alejandro 1
  2. Arias-Gago, Ana Rosa 1
  1. 1 Universidad de León
    info

    Universidad de León

    León, España

    ROR https://ror.org/02tzt0b78

Zeitschrift:
Revista colombiana de educación

ISSN: 0120-3916 2323-0134

Datum der Publikation: 2022

Titel der Ausgabe: Diversidad y matemática (parte 1)

Nummer: 86

Seiten: 53-74

Art: Artikel

DOI: 10.17227/RCE.NUM86-12232 DIALNET GOOGLE SCHOLAR

Andere Publikationen in: Revista colombiana de educación

Zusammenfassung

The studies that relate the usage model of teaching and students´ academic achievement in science are characterized by their recent and unequal nature. This research dealt to determine the relationship between the usage of an inquiry-based model (ibl) -open and guided- in sciences. The final sample was made up of 2526 teachers from the different Autonomous Communities of Spain and the students’ science achievement in pisa 2018 (35943 students). A quantitative nonexperimental, cross-sectional descriptive-correlational research design was carried out in which the umepe questionnaire, was administrated to compulsory Secondary Education science teachers. The results obtained using regressive-correlation models and average scores, show significant relationships between the ibl model teachers´ usage and students´ science achievement in pisa 2018, although this relationship and influence is higher in teacher-directed guided inquiry than in student-directed open inquiry. Conversely, when a traditional model is applied, there is no relationship or influence between the variables; although, the elevated use of the ibl and the traditional model could be generating high or low science achievement, depending on the context. These findings are contrary to the main literature –where traditional model usage by teachers generates higher students´ science achievement– and could be used in order to plan science educational curricula from an empirical perspective. 

Bibliographische Referenzen

  • Aditomo, A. y Klieme, E. (2019). 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. https://doi.org/10.1080/09500693.2020.1716093
  • Akerson V.L., Burgess A., Gerber A. y Guo M. (2018). Disentangling the meaning of STEM: Implications for Science Education and Science Teacher Education. Journal of Science Teacher Education, 29(1), 1-8. https://doi.org/10.1080/1046560X.2018.1435063
  • Algan, Y., Cahuc, P. y Shleifer, A. (2013). Teaching practices and social capital. American Economic Journal: Applied Economics, 5(3), 189–210. https://doi.org/10.1257/app.5.3.189
  • Álvarez-Morán, S., Carleos, C.E., Corral, N.O. y Prieto, E. (2018). Metodología docente y rendimiento en PISA 2015: Análisis crítico. Revista de Educación, 379, 85-114. https://doi.org/10.4438/1988-592X-RE-2017-379-370
  • Aragüés, A., Gil-Quílez, M. J. y de la Gándara, M. (2014). Análisis del papel de los maestros en el desarrollo de actividades de indagación en el practicum de primaria. Didáctica de las Ciencias Experimentales y Sociales, 28, 135–151. https://bit.ly/3fBaKDA
  • 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. https://doi.org/10.1080/00220671.2010.533717
  • Asensio, I., Carpintero, E., Expósito, E. y López, M. (2018). ¿Cuánto oro hay entre la arena? Minería de datos con los resultados de España en PISA 2015. Revista Española de Pedagogía, 76(270), 225-245. https://doi.org/10.22550/REP76-2-2018-02
  • Avikasari, A., Rukayah, R. y Indriayu, M. (2018). The Influence of Science Literacy-Based Teaching Material Towards Science Achievement. International Journal of Evaluation and Research in Education (Ijere), 7(3), 182-187. https://doi.org/10.11591/ijere.v7i3.14033
  • 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
  • Cairns, D. y Areepattamannil, S. (2019). Exploring the relations of inquiry-based teaching to science achievement and dispositions in 54 countries. Research in Science Education, 49(1), 1–23. https://doi.org/10.1007/s11165-017-9639-x
  • Calderón, A., Arias-Estero, J.L., Meroño, L. y Méndez-Giménez, A. (2018). Diseño y validación del cuestionario de percepción del profesorado de Educación Primaria sobre la inclusión de las competencias básicas. Estudios sobre Educación, 34, 67–97. https://doi.org/10.15581/004.34.67-97
  • Constantinou, C. P., Tsivitanidou, O. E. y Rybska, E. (2018). What is inquiry-based science teaching and learning? En O. E. Tsivitanidou, P. Gray, E. Rybska, L. Louca, y C. Constantinou (Eds.), Professional development for inquiry-based science teaching and learning (pp. 1–23). Springer International Publishing.
  • Effendi-Hasibuan, M. H., Harizon, Ngatijo y Mukminin, A. (2019). The inquiry-based teaching instruction (IbTI) in Indonesian secondary education: What makes science teachers successful enact the curriculum? Journal of Turkish Science Education, 16(1), 18–33. https://doi.org/10.12973/tused.10263a
  • Furtak, E. M., Seidel, T., Iverson, H. y Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based Science teaching. Review of Educational Research, 82(3), 300–329. https://doi.org/10.3102/0034654312457206
  • Gaitán, J. A. y Piñuel, J. L. (1998). Técnicas de investigación en comunicación social. Elaboración y registro de datos. Síntesis.
  • Gil, M., Cordero, J. M. y Cristóbal, V. (2018). Las estrategias docentes y los resultados en PISA 2015. Revista de Educación, 379, 32-55. https://doi.org/10.4438/1988-592X-RE-2017-379-368
  • Gil-Flores, J. (2014). Factores asociados a la brecha regional del rendimiento español en la evaluación pisa. Revista de investigación educativa, 32(2), 393-410. http://dx.doi.org/10.6018/rie.32.2.192441
  • Harks, B., Rakoczy, K., Hattie, J., Besser, M. y Klieme, E. (2014). The effects of feedback on achievement, interest and self-evaluation: the role of feedback’s perceived usefulness. Educational Psychology, 34(3), 269-290. https://doi.org/10.1080/01443410.2013.785384
  • Hortigüela, D., Pérez-Pueyo, Á. y González-Calvo, G. (2019). Pero […] ¿A qué nos referimos realmente con la evaluación formativa y compartida?: Confusiones habituales y reflexiones prácticas. Revista Iberoamericana de Evaluación Educativa, 12(1), 13–27. https://doi.org/10.15366/riee2019.12.1.001
  • Jerrim, J., Oliver, M. y 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. https://doi.org/10.1016/j.learninstruc.2018.12.004
  • Jiang, F. y 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
  • Jiménez-Hernández, D., González-Ortiz, J. J. y Tornel-Abellán, M. (2020). Metodologías activas en la universidad y su relación con los enfoques de enseñanza. Profesorado. Revista de Currículum y Formación de Profesorado, 24(1), 76-94. https://doi.org/10.30827/profesorado.v24i1.8173
  • Lau, K. C. y Lam, T. Y. (2017). Instructional practices and science performance of 10 top-performing regions in PISA 2015. International Journal of Science Education, 39(15), 2128–2149. https://doi.org/10.1080/09500693.2017.1387947
  • Lazonder, A.W. y Harmsen, R. (2016). Meta-analysis of inquiry-based learning: effects of guidance. Review of Educational Research, 86(3), 681–718. https://doi.org/10.3102%2F0034654315627366
  • Leng, C. H., Abedalaziz, N., Orleans, A. V., Naimie, Z. y Islam, A. (2018). Teaching Practices of Malaysian Science Teachers: Role of Epistemic Beliefs and Implicit Intelligence. Malaysian Online Journal of Educational Sciences, 6(2), 48–59. https://bit.ly/3fCzSq3
  • Leon, O. G. y Montero, I. (2003). Métodos de investigación en psicología y educación. McGrawHill.
  • Lustick, D. (2009). The failure of inquiry: Preparing science teachers with an authentic investigation. Journal of Science Teacher Education 20, 583-604. https://doi.org/10.1007/s10972-009-9149-4
  • McConney, A., Oliver, M. C., Woods-McConney, A., Schibeci, R. y Maor, D. (2014). Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis using pisa 2006. Science Education, 98(6), 963–980. https://doi.org/10.1002/sce.21135
  • mefp. (2020, julio 29). Registro estatal de centros docentes no universitarios. https://bit.ly/2WMMiFW
  • mefp. (2021, abril 5). Evaluaciones Internacionales. https://bit.ly/3v67NA7
  • Minner, D. D., Levy, A. J. y Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474–496. https://doi.org/10.1002/tea.20347
  • ocde. (2019a). pisa 2018. Programa para la evaluación internacional de los estudiantes. Informe Español. ocde Publishing. https://bit.ly/2HPp9tE
  • ocde. (2019b). PISA 2018. Technical report. ocde Publishing. https://bit.ly/2HPszws
  • Oliver, M., McConney, A., y 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
  • Osborne, J. (2015). Practical work in science: misunderstood and badly used? School Science Review, 96(357), 16–24. https://bit.ly/2umYJfB
  • Palmer, D. H. (2009). Student interest generated during an inquiry skills lesson. Journal of Research in Science Teaching, 46(2), 147-165. https://doi.org/10.1002/tea.20263
  • Rodríguez, L. G. y Pérez, B. C. (2016). Learning chemical reactions through inquiry-based laboratory tasks about everyday life issues. Ensenanza de Las Ciencias, 34(3), 143–160. https://doi.org/10.5565/rev/ensciencias.2018
  • Rodríguez-García, A. y Arias-Gago, A. R. (2019). Uso de metodologías activas. Un estudio comparativo entre profesores y maestros. Brazilian Journal of Development, 5(6), 5098-5111. https://bit.ly/3yH2X0D
  • Rodríguez-García, A. y Arias-Gago, A. R. (2020). Revisión de propuestas metodológicas: una taxonomía de agrupación categórica. Alteridad, 15(2), 146-160. https://doi.org/10.17163/alt.v15n2.2020.01
  • Romero-Ariza, M. (2017). El aprendizaje por indagación: ¿existen suficientes evidencias sobre sus beneficios en la enseñanza de las ciencias? Revista Eureka sobre enseñanza y divulgación de las ciencias, 14(2), 286-299. https://bit.ly/2Pij4x9
  • Sabando, M. C., Maldonado, K., Acevedo, E. y Said, A. (2017). Una propuesta didáctica basada en la indagación científica para la enseñanza de las ciencias ecológicas. Diálogos educativos, 33, 20-36. https://bit.ly/39gm0jl
  • Sjøberg, S. (2017). PISA as a challenge for science education: inherent problems and problematic results from a global assessment regime. Revista Brasileira de Pesquisa em Educação em Ciências., 1(17), 327–263. https://bit.ly/3eNJgq0
  • Stockard, J., Wood, T. W., Coughlin, C. y Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a half century of research. Review of Educational Research, 88(4), 479–507. https://doi.org/10.3102/0034654317751919
  • Tamayo, Ó. E., Cadavid, V. y Montoya, D. M. (2019). Análisis metacognitivo en estudiantes de básica, durante la resolución de dos situaciones experimentales en la clase de Ciencias Naturales. Revista Colombiana de Educacion, 1(76), 117–141. https://doi.org/10.17227/rce.num76-4188
  • Teig, N., Scherer, R. y 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
  • Toma, R. B., Greca, I. M. y Meneses, J. Á. (2017). Dificultades de maestros en formación inicial para diseñar unidades didácticas usando la metodología de indagación. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias, 14(2), 442–457. http://dx.doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2017.v14.i2.11
  • Trigwell, K. y Prosser, M. (2004). Development and Use of the Approaches to Teaching Inventory. Educational Psychology Review, 16(4), 409–424. https://doi.org/10.1007/s10648-004-0007-9
  • Tsai, S. L., Smith, M. L. y Hauser, R. M. (2017). Families, Schools, and Student Achievement Inequality: A Multilevel MIMIC Model Approach. Sociology of Education, 90(1), 64-88. https://doi.org/10.1177/0038040716683779
  • Vallejo, M., y Molina, J. (2011). Análisis de las metodologías activas en el grado de maestro en educación infantil: la perspectiva del alumnado. REIFOP, 14(1), 207-217. https://bit.ly/35Jvq5n
  • Zhang, L. (2016). Is inquiry-based science teaching worth the effort? Science & Education, 25(7), 897–915. https://doi.org/10.1007/s11191-016-9856-0