Master Nani Teig

This article-based thesis draws on research in the fields of science education and international large-scale assessments. It investigates theoretical, methodological, and empirical aspects of inquiry as an instructional approach (means) and the assessment of inquiry as an instructional outcome (ends). The empirical investigations used latent variable modeling in order to analyze data from student and teacher questionnaires, student assessment, and student log files in the TIMSS and PISA 2015. The findings highlight the important distinction and role of inquiry as a means and an end. This thesis argues that, to understand inquiry in a comprehensive context, it is essential to consider the relationships of the data gathered from various sources: the input, process, and output of inquiry. This study contributes to inform the ongoing science education reform in Norway and to improve the assessment of inquiry as an instructional approach and outcome in international large-scale assessments. The work was carried out at the Department of Teacher Education and School Research (ILS), Faculty of Educational Sciences, University of Oslo

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