Riegle-Crumb Catherine, Morton Karisma, Nguyen Ursula, Dasgupta Nilanjana
University of Texas at Austin.
University of North Texas.
AERA Open. 2019 Jul-Sep;5(3). doi: 10.1177/2332858419867653. Epub 2019 Aug 1.
Utilizing a nationally representative sample of middle school students, this article focuses on whether students who report experiencing more inquiry-based instruction in science and mathematics classrooms have more positive attitudes toward these subjects. Results of multilevel, multivariate regression analyses revealed that, net of the inclusion of control variables for student, teacher, and school characteristics, a higher frequency of inquiry-based instruction is significantly associated with greater interest, perceptions of utility, and self-efficacy for science and mathematics. Furthermore, although there is some evidence indicating that compared with female students, male students' perceptions of science utility are higher in relation to more inquiry-based instruction, overall, the weight of evidence clearly leans toward the conclusion that the attitudes of students from different gender and racial/ethnic backgrounds are similarly associated with greater exposure to inquiry-based instruction in both their science and mathematics classrooms.
本文利用具有全国代表性的中学生样本，重点研究了那些表示在科学和数学课堂上接受更多探究式教学的学生是否对这些学科持有更积极的态度。多层次多变量回归分析结果显示，在纳入了学生、教师和学校特征的控制变量后，更高频率的探究式教学与对科学和数学更高的兴趣、实用性认知以及自我效能感显著相关。此外，虽然有一些证据表明，与女生相比，男生在接受更多探究式教学时对科学实用性的认知更高，但总体而言，证据的权重明显倾向于这样一个结论：不同性别和种族/族裔背景的学生的态度同样与在科学和数学课堂上更多地接触探究式教学相关。
