Completing the progression establishing an international baseline of primary, middle and secondary students' views of scientific inquiry

Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of st...

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Veröffentlicht in:	International Journal of Science Education Jg. 46; H. 7; S. 715 - 731
Hauptverfasser:	Lederman, Judith S., Bartels, Selina, Jimenez, Juan, Lederman, Norman G., Acosta, Katherine, Adbo, Karina, Akerson, Valarie L., de Andrade, Mariana a. Bologna Soares, Avraamidou, Lucy, Barber, Kerry-Anne, Blanquet, Estelle, Boujaoude, Saouma, Cardoso, Rosa, Cesljarev, Claire Dresslar, Chaipidech, Pawat, Connolly, Catherine Pozarski, Crowther, David T., Das, Pabi Maya, Dogan, Özgür Kivilcan, Epitropova, Ani, Fukuda, Naruho, Gai, Lichun, Hamed, Soraya, Han-Tosunoglu, Cigdem, Holliday, Gary M., Huang, Xiao, Khishfe, Rola, Koumara, Anna, Kraan, Elianna, Lavonen, Jari, Leunga, Jessica Shuk Ching, Li, Yanmei, Librea-Carden, Mila Rosa, Liu, Cheng, Liu, Shiang-Yao, McMahon, Kendra, Morales, Marlene, Morrell, Patricia D., Neumann, Irene, Park, Jisun, Penn, Mafor, Picholle, Eric, Plakitsi, Katerine, Ramnarain, Umesh, Raykova, Zhelyazka, Rico, Arantza, Rodríguez-marín, Fátima, Ruiz-González, Aritz, Rundgren, Carl-Johan, Sagun, Richard Deanne, Salonen, Suvi, Shao, Hui, Srisawasdi, Niwat, Tan, Aik Ling, Toma, Radu Bogdan, Tshering, Ünsal, Zeynep, Carulla, Clara Vidal, Visnovska, Jana, Voitle, Frauke, Yalaki, Yalcin, Yoo, Hye-jin, Zhu, Quianyun
Format:	Journal Article
Sprache:	Englisch
Veröffentlicht:	London Routledge 02.05.2024 Informa UK Limited Taylor & Francis Ltd Taylor & Francis (Routledge)
Schlagworte:	[PHYS]Physics [physics] [SHS.EDU]Humanities and Social Sciences/Education Age groups Annan naturvetenskap Education EDUCATION & EDUCATIONAL RESEARCH Education policy Education reform Educational Change Educational Sciences Educational Work Elementary school students Elementary Secondary Education Eğitim EĞİTİM VE EĞİTİM ARAŞTIRMASI Grade 7 Humanities and Social Sciences international investigation International studies Literacy Middle schools Other Natural Sciences Pedagogiskt arbete Physics Schools Science education Science Instruction Scientific inquiry Scientific knowledge Scientific Literacy Secondary education Secondary school students Secondary schools Social Sciences & Humanities Social Sciences (SOC) Social Sciences and Humanities SOCIAL SCIENCES, GENERAL Sociology Sosyal Bilimler (SOC) Sosyal Bilimler Genel Sosyal Bilimler ve Beşeri Bilimler Sosyal ve Beşeri Bilimler Sosyoloji Students Utbildningsvetenskap
ISSN:	0950-0693, 1464-5289, 1464-5289
Online-Zugang:	Volltext
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Zusammenfassung:	Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.
Bibliographie:	ObjectType-Article-1 SourceType-Scholarly Journals-1 ObjectType-Feature-2 content type line 14
ISSN:	0950-0693 1464-5289 1464-5289
DOI:	10.1080/09500693.2023.2256458