The Impact of Science Instructional Practice Modes, Academic Performance, and Classroom Climate on STEM Career Aspirations

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.