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International collaborative follow - up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Lederman, J.S. and Lederman, N.G. and Bartels, S. and Jimenez, J. and Acosta, K. and Akubo, M. and Alye, S. and de Andrade, M. A. B. S. and Atanasova, M. and Blanquet, E. and Blonder, R. and Brown, P. and Cardoso, R. and Castillo-Urueta, P. and Chaipidech, P. and Concannon, J. and Dogan, O.K. and El-Deghaidy, H. and Elzorkani, A. and Ferdous, T. and Fukuda, N. and Gaigher, E. and Galvis-Solano, L. and Gao, Q. and Guo, S. and Gwekwererev, Y. and Gyllenpalm, J. and Hamed Al-Lal, S. and Han-Tosunoglu, C. and Hattingh, A. and Holliday, G. and Huang, X. and Irez, S. and Jiménez, J. and Kay, G. and Koumara, A. and Kremer, K. and Kuo, P-C. and Lavonen, J. and Leung, J.S.C. and Liao, Z. and Librea-Carden, M.R. and Lin, S.F. and Liu, C. and Liu, E. and Liu, S-Y. and Mamlok-Naaman, R. and Mcdonald, C.V. and Möller, A. and Morales, M. and Mulvey, B.K. and Neumann, I. and Neurohr, A-L. and Pan, Y. and Panjaburee, P. and Penn, M. and Plakitsi, K. and Picholle, E. and Ramnarain, U. and Raykova, Z. and Rundgren, C-J. and Salonen, S. and Santibáñez-Gómez, D. and Schwartz, R. and Sharma, Runaaz and Srisawasdi, N. and Takiveikata, S. and Urueta-Ortiz, T. and Vitlarov, K. and Voitle, F. and Wishart, J. (2021) International collaborative follow - up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made? International Journal of Science Education, 43 (7). pp. 991-1016. ISSN 0950-0693

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    Abstract

    Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world.

    Item Type: Journal Article
    Subjects: L Education > L Education (General)
    Divisions: School of Law and Social Sciences (SoLaSS)
    Depositing User: Ms Shalni Sanjana
    Date Deposited: 17 Sep 2021 14:46
    Last Modified: 17 Sep 2021 14:46
    URI: http://repository.usp.ac.fj/id/eprint/13003
    UNSPECIFIED

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