All requests for public or commercial use and translation rights should be submitted to rights@occd.org.___________________________ The focus is on enquiry-based science teaching, teacher-directed instruction, adaptive teaching and teacher feedback. The outcomes of interest include students’ science performance, and students’ dispositions and attitudes towards science. This approach could help close the gender gap between girls and boys when it comes to attitudes towards science and to the decision to pursue a career in STEM-related fields. The results also show that teacher-directed instruction is a reliable strategy that is positively associated with students’ science outcomes regardless of school climate and resources. Adaptive teaching is positively correlated with science performance in the majority of countries, particularly in countries known for the use of personalised learning approaches, while teacher feedback is weakly but positively associated with science performance once students’ achievement in mathematics and reading is accounted for.