Inquiry, Engagement, and Literacy in Science: A Retrospective, Cross‐National Analysis Using PISA 2006
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
ABSTRACT In this study, we examine patterns of students’ literacy and engagement in science associated with different levels of “inquiry‐oriented” learning reported by students in Australia, Canada, and New Zealand. To achieve this, we analyzed data from the Organisation for Economic Co‐operation and Development's 2006 Programme for International Student Assessment, which had science as its focus. Consistently, our findings show that science students who report experiencing low levels of inquiry‐oriented learning activities are found to have above‐average levels of science literacy, but below‐average levels of interest in science, and below‐average levels on six variables that reflect students’ engagement in science. Our findings show that the corollary is also true. Across the three countries, students who report high levels of inquiry‐oriented learning activities in science are observed to have below‐average levels of science literacy, but above‐average levels of interest in learning science, and above‐average engagement in science. These findings appear to run counter to science education orthodoxy that the more students experience inquiry‑oriented teaching and learning, the more likely they are to have stronger science literacy, as well as more positive affect toward science. We discuss the implications of these findings for science educators and researchers.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.015 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.012 |
| Science and technology studies | 0.003 | 0.005 |
| Scholarly communication | 0.001 | 0.003 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it