The Impact of Science Instructional Practice Modes, Academic Performance, and Classroom Climate on STEM Career Aspirations
Year: 2025
Type: conference-paper
Abstract: This study delves into the distribution of science instructional practices and their impact on adolescents’ scientific habits and scientific achievement in mainland China, specifically among participants in PISA 2015 (B-S-J-G). Through Latent Class Analysis (LCA), it was revealed that science instructional practices can be categorized into distinct modes. Notably, students who were exposed to a traditional science teaching mode characterized by strict discipline significantly outperformed their peers in both scientific habits and scientific achievement. Our analysis indicates that within this teaching mode, three traditional methods—teacher-directed instruction, perceived feedback, and adaptive instruction—are effectively combined with interactive inquiry teaching methods. Additionally, a positive classroom disciplinary climate emerges as a crucial feature. This study posits that it is beneficial for educators to discern different science instructional practice modes and comprehend their underlying logic. From a classroom practice perspective, we discuss the implications of these findings. These insights can aid teachers in crafting a science instructional practice mode tailored to their classes by integrating a variety of teaching methods, taking into account the specific conditions of their students and the characteristics of the teaching content. Furthermore, the study identifies a significant association between instructional modes—particularly the strict traditional teaching mode (Category 3)—and students’ aspirations toward STEM careers.
Authors: Xin Du, Yongyue Shi
Institution: PLA Rocket Force University of Engineering
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: gold
OpenAlex ID: W4412923123