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Effective Teaching for Improving Students ’ Motivation, Curiosity , and Self-Confidence in Science

Education for Innovation: the Role of Arts and STEM Education OECD/France Workshop – Paris, 23-24 May 2011. Effective Teaching for Improving Students ’ Motivation, Curiosity , and Self-Confidence in Science. Evidence from PISA 2006. Francesco Avvisati

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Effective Teaching for Improving Students ’ Motivation, Curiosity , and Self-Confidence in Science

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  1. Education for Innovation: the Role of Arts and STEM EducationOECD/France Workshop – Paris, 23-24 May 2011 Effective Teaching for ImprovingStudents’ Motivation, Curiosity, and Self-Confidence in Science Evidence from PISA 2006 Francesco Avvisati OECD Centre for EducationalResearch and Innovation (CERI)

  2. Motivation

  3. Motivation

  4. Outline • PISA measures of behavioural skills • The paradox of international comparisons of interest, curiosity, and self-confidence • between and within-country evidence • Teaching activities’ effectiveness on students’ learning • within-country evidence

  5. PISA measures of behavioural skills • PISA Test • interest in science topics (“embedded”) • PISA Context Questionnaire • Enjoyment of science • Science self-concept • Science self-efficacy

  6. Part I The Test-score / InterestParadox

  7. The Test-Score/Interest Paradox

  8. The Test-Score/Interest Paradox A Logical Fallacy

  9. Authentic attitudes or fake postures? • Social desirability bias?

  10. The Test-Score/Interest Paradox Robustness • Interest is less sensitive to cultural biases • Adding confounders:

  11. The Test-Score/Interest Paradox Interpretation

  12. The Test-Score/Interest Paradox Conclusion • Some school cultures (teaching cultures?) have diverging effects on interest and scores • High stake testing? (extrinsic motivation) • Low academic standards? • Teaching to the test, lack of cognitive activation? Japan, Germany, Korea, France – United States, Chile, Israel, Portugal

  13. Part II Effective Teaching

  14. Effective Teaching: Motivation • What teaching activities are associated with better test-scores?(subject-based competences) • What type of teaching develops motivation, curiosity and self-confidence the most? (behavioural competences)

  15. Effective Teaching: Data student reports on 4 clusters of activities • Interaction • Collaboration and participatory exchanges • Hands-on • Guided activities around lab experiments • Application • Drawing connections between school science and the outside world • Investigation • Autonomous student inquiries

  16. Effective Teaching: Data • example: focus on models & applications

  17. Effective Teaching: Methods Problems with interpreting correlations causally: • Pupils differ ex-ante (correlation might be spurious) • Control for observable individual and peer characteristics; control for reading scores. • Explore robustness across countries • Measurement error and reverse causality in reports of teaching activities • “back-up” reports with peer reports (instrumental variables estimation)

  18. Effective Teaching: Results

  19. Effective Teaching: Results

  20. Effective Teaching: Results

  21. Effective Teaching: Results

  22. Effective Teaching: Interpretation • How big are effect sizes? • example: focus on models & applications How to interpret a unit increase? (+1 standard deviation) based on: “in all lessons” = every single lsn, “in most lsns” = every 2 lsns, “in some lsns” = every 5 lsns, “never or hardly ever” = every 10 lsns.

  23. Conclusion • International comparisons do not need to limit themselves to “cognitive” test scores; • Patterns diverge between subject-based skills and science-related attitudes; • Inquiry based activities: effectiveness hinges critically on guidance; • Application activities foster positive attitudes to learning and self.

  24. francesco.avvisati@oecd.org Thank You

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