Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Seven Students [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).

Autor/inn/en	Lederman, Judith S.; Lederman, Norman G.; Bartels, Selina L.; Jimanez, Juan P.
Titel	Understandings of Scientific Inquiry: An International Collaborative Investigation of Grade Seven Students [Konferenzbericht] Paper presented at the Annual Meeting of the European Science Education Research Association (ESERA) (12th, Dublin, Ireland, Aug 21-25, 2017).
Quelle	(2019), (13 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lederman, Judith S.) ORCID (Lederman, Norman G.) ORCID (Bartels, Selina L.) ORCID (Jimanez, Juan P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Middle School Students; Science Instruction; Elementary School Science; Inquiry; Grade 7; Knowledge Level; Foreign Countries + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 07; 7. Schuljahr; Schuljahr 07; Wissensbasis; Ausland
Abstract	Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI) (Lederman et al., J Res Sci Teach 51(1): 65-83, 2014). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning 6 continents including 2634 students participated in the study. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally and from every region of each country was not humanly possible. A concerted effort was made, however, to provide a relatively representative picture of each country and the world. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects, but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country. [For the complete volume, "Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference. Contributions from Science Education Research. Volume 6," see ED615249.] (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600 New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail:customerservice@springernature.com; Web site: https://www.springer.com/gp/education-language
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01