Teig, Nani http://orcid.org/0000-0002-2144-3009
Funding for this research was provided by:
University of Oslo
Article History
Accepted: 16 September 2023
First Online: 4 October 2023
Declarations
:
: A component of the findings pertaining to Example 2, which utilized PISA 2015 data, has previously been published in the Journal of Research in Science Teaching. However, for the current submission, the author has reanalyzed the same dataset using latent profile analyses but with different conceptual model and covariates, specifically focusing on the relationship between students’ inquiry profiles and their exposure to inquiry-based science teaching and learning. Thus, while some of the data source in Example 2 is the same, the variables, analyses, and interpretations are distinct and novel in this submission.
: As this study involved the use of publicly available data from the Programme for International Student Assessment (PISA), which anonymizes all participant information, a specific ethical approval and informed consent for this study were not required as per the ethical guidelines and policies of our institution. All data used in this study adhere to the ethical guidelines set by the OECD for PISA data usage.This study did not involve any animal subjects, so a statement on the welfare of animals is not applicable.
: The author declares no competing interests.