Scientific inquiry in TIMSS and PISA 2015: Inquiry as an instructional approach and the assessment of inquiry as an instructional outcome in science

The extended abstract includes a configurative review of research on inquiry using TIMSS and PISA studies that provides a central background for the articles and a discussion about the integration and interpretation of the findings across the articles. To bridge the research gaps identified in the configurative review, the four articles address the overarching aim of the thesis by taking into account different aspects of inquiry. Article 1 investigates inquiry as an instructional approach and outcome by exploring the relationship between inquiry-based science teaching and student achievement in science. This article attempts to resolve conflicting findings of inquiry–achievement relationships by demonstrating the existence of curvilinear rather than linear patterns, as previously assumed. Article 2 addresses the research gaps in comparing inquiry as an instructional approach between primary and secondary education. It examines the interplay between teachers’ selfefficacy in teaching science and perceived time constraints in explaining the opportunities for students to engage in cognitively challenging learning activities in Grades 4, 5, 8, and 9. Article 3 presents an investigation on the assessment of inquiry as an instructional outcome. It identifies distinct profiles of students’ performance on simulated inquiry tasks that require the skills to coordinate the effects of multiple variables and to coordinate theory with evidence. While Article 3 takes a micro approach, focusing on specific scientific inquiry skills, Article 4 explores inquiry as an instructional outcome from a macro approach, taking into account a range of formal and informal reasoning skills students need to acquire in order to participate in inquiry practice. This article argues for the importance of assessing formal