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

Judith S. Lederman; Selina Bartels; Juan Jimenez; Norman G. Lederman; Katherine Acosta; Karina Adbo; Valarie L. Akerson; Mariana a. Bologna Soares de Andrade; Lucy Avraamidou; Kerry-Anne Barber; Estelle Blanquet; Saouma Boujaoude; Rosa Cardoso; Claire Dresslar Cesljarev; Pawat Chaipidech; Catherine Pozarski Connolly; David T. Crowther; Pabi Maya Das; Özgür Kivilcan Dogan; Ani Epitropova; Naruho Fukuda; Lichun Gai; Soraya Hamed; Cigdem Han-Tosunoglu; Gary M. Holliday; Xiao Huang; Rola Khishfe; Anna Koumara; Elianna Kraan; Jari Lavonen; Jessica Shuk Ching Leunga; Yanmei Li; Mila Rosa Librea-Carden; Cheng Liu; Shiang-Yao Liu; Kendra McMahon; Marlene Morales; Patricia D. Morrell; Irene Neumann; Jisun Park; Mafor Penn; Eric Picholle; Katerine Plakitsi; Umesh Ramnarain; Zhelyazka Raykova; Arantza Rico; Fátima Rodríguez-marín; Aritz Ruiz-González; Carl-Johan Rundgren; Richard Deanne Sagun; Suvi Salonen; Hui Shao; Niwat Srisawasdi; Aik Ling Tan; Radu Bogdan Toma; Tshering; Zeynep Ünsal; Clara Vidal Carulla; Jana Visnovska; Frauke Voitle; Yalcin Yalaki; Hye-jin Yoo; Quianyun Zhu

doi:10.1080/09500693.2023.2256458

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

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

Judith S. Lederman, Selina Bartels, Juan Jimenez, Norman G. Lederman, Katherine Acosta, Karina Adbo, Valarie L. Akerson, Mariana a. Bologna Soares de Andrade, Lucy Avraamidou, Kerry-Anne Barber, …

International journal of science education, Vol.46(7), pp.715-731

2024

DOI: https://doi.org/10.1080/09500693.2023.2256458

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https://hdl.handle.net/10210/506511

Abstract

international investigation

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 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.

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Title: Completing the progression establishing an international baseline of primary, middle and secondary students' views of scientific inquiry
Creators - without role: Judith S. Lederman - Illinois Institute of Technology
Selina Bartels - Valparaiso University
Juan Jimenez - University of Talca
Norman G. Lederman - Illinois Institute of Technology
Katherine Acosta - Universidad de Tarapacá
Karina Adbo - Malmö University
Valarie L. Akerson - Indiana University
Mariana a. Bologna Soares de Andrade - Universidade Estadual de Londrina
Lucy Avraamidou - University of Groningen
Kerry-Anne Barber - Bath Spa University
Estelle Blanquet - Université de Bordeaux
Saouma Boujaoude - American University of Beirut
Rosa Cardoso - Pontificia Universidad Católica del Perú
Claire Dresslar Cesljarev - Indiana University
Pawat Chaipidech - Khon Kaen University
Catherine Pozarski Connolly - Northwest Regional Professional Development Program
David T. Crowther - University of Nevada Reno
Pabi Maya Das - Darla Middle Secondary School
Özgür Kivilcan Dogan - Marmara University
Ani Epitropova - University of Plovdiv
Naruho Fukuda - Ritsumeikan Junior and High School
Lichun Gai - Hebei Normal University
Soraya Hamed - Universidad de Sevilla
Cigdem Han-Tosunoglu - Marmara University
Gary M. Holliday - University of Akron
Xiao Huang - Zhejiang Normal University
Rola Khishfe - American University of Beirut
Anna Koumara - University of Ioannina
Elianna Kraan - University of Groningen
Jari Lavonen - University of Helsinki
Jessica Shuk Ching Leunga - University of Hong Kong
Yanmei Li - Northeast Normal University
Mila Rosa Librea-Carden - University of North Texas
Cheng Liu - Beijing Normal University
Shiang-Yao Liu - National Taiwan Normal University
Kendra McMahon - Bath Spa University
Marlene Morales - Universidad de Tarapacá
Patricia D. Morrell - University of Queensland
Irene Neumann - Leibniz Institute for Science and Mathematics Education
Jisun Park - Ewha Womans University
Mafor Penn - University of Johannesburg
Eric Picholle - Institut de Physique de Nice
Katerine Plakitsi - University of Ioannina
Umesh Ramnarain - University of Johannesburg
Zhelyazka Raykova - University of Plovdiv
Arantza Rico - University of the Basque Country
Fátima Rodríguez-marín - Universidad de Sevilla
Aritz Ruiz-González - University of the Basque Country
Carl-Johan Rundgren - Stockholm University
Richard Deanne Sagun - The Children's Guild School of Prince George´s County
Suvi Salonen - University of Helsinki
Hui Shao - Jining N°1 High School
Niwat Srisawasdi - Khon Kaen University
Aik Ling Tan - Nanyang Technological University
Radu Bogdan Toma - Universidad de Burgos
Tshering - Darla Middle Secondary School
Zeynep Ünsal - Stockholm University
Clara Vidal Carulla - Gothenburg University
Jana Visnovska - University of Queensland
Frauke Voitle - Leibniz University Hannover
Yalcin Yalaki - Hacettepe University
Hye-jin Yoo - Ewha Womans University
Quianyun Zhu - Dongyang Second Experimental Primary School
Publication Details: International journal of science education, Vol.46(7), pp.715-731
Publisher: Routledge
Identifiers: 9940308107691
Publication Details: 0950-0693
Academic Unit: University of Johannesburg
Language: English
Resource Type: Journal article