8 DISCUSSION OF THE RESULTS
8.4 Conclusion
Behind Finnish students’ success story in science achievement, there is another phe-nomenon that students are not interested in science. This is not only true for Finland, but also for other high-score achievers such as Korea, the Netherlands, or Australia (OECD, 2007). According to the results from this dissertation, Finnish students get more interested in science and science professions by experiencing more
guided-in-quiry learning. In addition, this increased interest in science results in better achieve-ment. Therefore, I encourage science teachers to use guided inquiry more frequently in order to increase both students’ interest and achievement in school science. Howev-er, the results of this study do not advocate the frequent practice of open inquiry with lower-secondary school students in science. I assume that this result is probably due to the low frequency of using this student-centered pedagogy in Finland. However, as mentioned earlier, since open inquiry is the most complex level of inquiries; it needs proper intervention by teachers, but, it is not yet culturally developed in Finland; thus, it needs adequate professional development for pre- and in-service teachers for suc-cessful implementation. However, as the limitation indicates, the result of the study is only about the frequency of learning experiences with inquiry practice, not about quality. Thus, I again suggest research to conduct more in-depth studies about, espe-cially, the culture of open inquiry practice in Finnish schools and students’ percep-tions of open inquiry. Regarding other countries with different cultural backgrounds of science pedagogies, I recommend to conduct analysis with the same model using PISA data, but, based on the own result of factor analyses and reviewed literature related to their own contexts. I assume that factors related to each level of inquiry might be aggregated differently depending on students’ response to the questionnaire and teachers’ actual practice at school because of disparate educational cultures. Thus, researchers should first consider the context of each educational environment before conducting statistical analyses in order to measure and find more accurate results.
Regarding inquiry implementation, among several factors, teachers’ confidence in teaching science and their collaboration to improve science teaching were revealed as common and strong predictors for implementing inquiry in both Finland and Korea.
In general, teachers’ confidence in teaching science has been emphasized, because of its positive effect on students’ achievement and motivation (Martin et al., 2012). In addition to the effect, I add one more evidence that why teacher educators should consider teachers’ confidence more in their teacher training programs which aim to increase inquiry practice. However, each population has done different practice, possesses diverse cultural backgrounds, and, thus, might indicate different needs in teacher training as Finland and Korea are different. Therefore, I encourage to analyze each sample from TIMSS with other cultural backgrounds respectively followed by the progression I suggested. In addition to their confidence, teachers’ communities for collaboration in developing teaching practice can play an import role in increasing inquiry-based science education, because of its demanding nature of creating teaching materials and curriculum, and of reflecting own practice. Thus, in order to encourage teachers’ consistent inquiry practice, it is required to build a sustainable environment for teachers in cooperating and collaborating in and out of school.
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ARTICLES
STUDY I
Kang, J., & Keinonen, T. (2017). The Effect of Students-Centered Approaches on Stu-dents’ Interest and Achievement in Science. Research in Science Education. Advance online publication. doi:10.1007/s11165-016-9590-2
STUDY II
Kang, J., & Keinonen, T. (2017). The Effect of Inquiry-based Learning Experiences on Adolescents’ Science-related Career Aspiration in the Finnish Context. International Journal of Science Education, 39 (12), 1669-1689. doi:10.1080/09500693.2017.1350790.
STUDY III
Kang, J., & Keinonen, T. (2016). Examining Factors Affecting Implementation of In-quiry-based Learning in Finland and South Korea. Problems of Education in the 21st Century, 74, 31-48.
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