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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?

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Title: International Collaborative Follow-Up Investigation of Graduating High School Students' Understandings of the Nature of Scientific Inquiry: Is Progress Being Made?
Language: English
Authors: Lederman, J. S. (ORCID 0000-0002-0515-9913), Lederman, N. G. (ORCID 0000-0003-0957-3887), Bartels, S. (ORCID 0000-0001-8461-3055), Jimenez, J. (ORCID 0000-0001-9032-1745), Acosta, K., Akubo, M., Aly, S., de Andrade, M. A. B. S., Atanasova, M., Blanquet, E., Blonder, R. (ORCID 0000-0003-4796-4678), Brown, P., Cardoso, R., Castillo-Urueta, P., Chaipidech, P., Concannon, J. (ORCID 0000-0002-9748-9740), Dogan, O. K., El-Deghaidy, H., Elzorkani, A., Ferdous, T. (ORCID 0000-0003-4091-2293), Fukuda, N., Gaigher, E. (ORCID 0000-0003-3446-9571), Galvis-Solano, L., Gao, Q., Guo, S., Gwekwerere, Y., Gyllenpalm, J., Hamed Al-Lal, S., Han-Tosunoglu, C., Hattingh, A., Holliday, G., Huang, X., Irez, S., Jiménez, J., Kay, G., Koumara, A., Kremer, K., Kuo, P.-C, Lavonen, J. (ORCID 0000-0003-2781-7953), Leung, J. S. C. (ORCID 0000-0002-6299-8158), Liao, Z., Librea-Carden, M. R. (ORCID 0000-0001-8954-233X), Lin, S. -F, Liu, C., Liu, E., Liu, S. -Y, Mamlok-Naaman, R., Mcdonald, C. V., Möller, A., Morales, M., Mulvey, B. K., Neumann, I., Neurohr, A.-L, Pan, Y., Panjaburee, P., Penn, M., Plakitsi, K., Picholle, E., Ramnarain, U., Raykova, Z., Rundgren, C.-J, Salonen, S., Santibáñez-Gómez, D., Schwartz, R. (ORCID 0000-0002-8244-2579), Sharma, R. (ORCID 0000-0002-9738-4092), Srisawasdi, N., Takiveikata, S., Urueta-Ortiz, T., Vitlarov, K., Voitle, F., Wishart, J.
Source: International Journal of Science Education. 2021 43(7):991-1016.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 26
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Grade 12
Elementary Education
Grade 7
Junior High Schools
Middle Schools
Descriptors: High School Students, Scientific Principles, Science Instruction, Grade 12, Student Attitudes, Inquiry, Cross Cultural Studies, Grade 7, Comparative Analysis, International Cooperation, Concept Formation, Educational Change, Learning Experience
DOI: 10.1080/09500693.2021.1894500
ISSN: 0950-0693
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.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1306904
Database: ERIC
FullText Text:
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  Data: 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.
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              M: 01
              Type: published
              Y: 2021
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              Value: 0950-0693
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              Value: 43
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              Value: 7
          Titles:
            – TitleFull: International Journal of Science Education
              Type: main
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