Analysis of Scientific Inquiry-Based Teaching and Job Prospects of Peruvian Students on PISA 2015
DOI:
https://doi.org/10.15359/rep.16-2.9Keywords:
Peru, scientific approach, teaching methods, vocational trainingAbstract
The main purpose of this article is to translate some statistical evidence from the 2015 Pisa science test in order to foster pedagogical reflections guiding the educational work in science classes due to the fact that there is a significant gap between the information obtained from large scales assessments and the acquired knowledge by the educational actors directly involved. The PISA test outcomes usually consist of extensive volumes of information, mostly written in English, which means the access to such knowledge is restricted in its scope. In addition, the technical nature and, very often, the statistical approach of the reports made by PISA might be overwhelming for the majority of teachers who are not accustomed to this type of writing. Consequently, this is a bibliographic review work focused on providing a pedagogical approach to the PISA 2015 data, concerning the negative association between Enquiry-Based Science Teaching (hereafter referred to as EBST) and science-related cognitive outcomes, and expectations of a career in science expressed by Peruvian students. The results of the analysis showed the absence of a common definition of EBST. They showed that a larger number of EBST are not related to better learning outcomes; besides, the main factor for achieving successful learning in students is based on teachers. Results also revealed, with regard to activities by students in science classes, that the less frequent ones refer to designing and conducting practical experiments on their own, making decisions and discussing investigations. Regarding job expectations, the percentage of Peruvian students with attempting to pursue a major in STEM-related fields exceeds the average across OECD countries. However, motivations were mainly utilitarian.
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