An Exploratory Study of the Research on Instructional Practices  in Taiwanese, Finnish and American Secondary Science Classrooms

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In the past decade, students from the United States have continued to underperform on science assessments relative to their consistently high performing counterparts, including Taiwan and Finland. Theoretically, countries should be able to improve their own education systems by analyzing those of high performing countries. The present study specifically explores the research surrounding instructional practices in Taiwanese, Finnish, and American secondary science education; it aimed to discover what pedagogical strategies each country most regularly implemented and their effectiveness. The research studies included in this review of literature were peer-reviewed research articles published in reputable scholarly journals in the past two years. Although it was difficult to define what instructional practices each country most regularly implements, this study did determine that five specific instructional practices were found to be most effective internationally, in terms of increased student conceptual knowledge or performance. These practices were: engineering design, modeling, argumentation, technology integration, and efficacy-enhancing teaching. In addition, various trends throughout the literature emerged, including a necessity for teachers to make science content relevant and applicable and to mimic the way science is enacted in the field. The results from this study provide obvious meaningful implications for pre-service and current secondary science educators.

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