The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

Journal article

Wang, Hsin-Hui, Hong, Zuway-R, She, Hsiao-Ching, Smith, Thomas J., Fielding, Jill and Lin, Huann-shyang. (2022). The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies. International Journal of STEM Education. 9(1), p. Article 14. https://doi.org/10.1186/s40594-022-00329-z
AuthorsWang, Hsin-Hui, Hong, Zuway-R, She, Hsiao-Ching, Smith, Thomas J., Fielding, Jill and Lin, Huann-shyang
Abstract

Background
The recommendation from national documents and reports to promote inquiry-related science activities has not been supported by recent studies, which have found the overall frequency of inquiry activities to be negatively associated with student learning outcomes. This study was inspired by such conflicting reports and aimed to clarify the associations of science-specific, inquiry-related activities and epistemological beliefs with students’ mathematical and scientific literacies.

Results
A secondary analysis of the database from the Programme for International Student Assessment 2015 of Australia (N1 = 14,530) and Taiwan (N2 = 7708) utilizing structural equation modelling revealed that these two countries exhibited similar data patterns. Results suggested that open-inquiry activities (such as debating and planning experiments) had a negative relationship with secondary students’ mathematical and scientific literacies. Structured inquiry learning (such as students explaining their ideas and teacher explaining how an idea can be applied to different phenomena) and epistemological beliefs about science were significant and positive predictors of student mathematical and scientific literacy performance.

Conclusions
The current study further highlights and provides empirical evidence that the teacher’s role in structured inquiry (especially pertaining to the relevance and applicability of these ideas) appears to be essential to the development of student literacy. Educational implications and recommendations are discussed.

Keywordsepistemological beliefs; inquiry-related learning activities; mathematical literacy; scientific literacy; structural equation modelling
Year2022
JournalInternational Journal of STEM Education
Journal citation9 (1), p. Article 14
PublisherSpringerOpen
ISSN2196-7822
Digital Object Identifier (DOI)https://doi.org/10.1186/s40594-022-00329-z
Scopus EID2-s2.0-85124412273
Open accessPublished as ‘gold’ (paid) open access
Page range1-17
FunderMinistry of Science and Technology, Taiwan
Publisher's version
License
File Access Level
Open
Output statusPublished
Publication dates
Online05 Feb 2022
Publication process dates
Accepted19 Jan 2022
Deposited12 Jul 2023
Grant IDMOST 109-2511-H-110-013
MOST 109-2511-H-110-005-MY3
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