Investigating the Development of Secondary Students' Views about Scientific Inquiry

Autor/inn/en	Concannon, James P.; Brown, Patrick L.; Lederman, Norman G.; Lederman, Judith S.
Titel	Investigating the Development of Secondary Students' Views about Scientific Inquiry
Quelle	In: International Journal of Science Education, 42 (2020) 6, S.906-933 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Concannon, James P.) ORCID (Brown, Patrick L.) ORCID (Lederman, Norman G.) ORCID (Lederman, Judith S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2020.1742399
Schlagwörter	High School Students; Student Attitudes; Inquiry; Science Instruction; Student Development; Teacher Attitudes; Teaching Methods; High School Teachers; Curriculum Evaluation; Scientific Literacy; National Standards; Active Learning; Age Differences; Grade 9; Grade 10; Grade 11; Grade 12; Teacher Influence + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Aktives Lernen; Age; Difference; Age difference; Altersunterschied; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	The purposes of this study were to (1) investigate 127 high school students' views about scientific inquiry at different grade levels, and (2) to describe factors such as the teacher's views about scientific inquiry, his teaching, and his curriculum that facilitated or constrained students' views about scientific inquiry. The majority of students held naïve and mixed views for many aspects about scientific inquiry. There were few differences among students' views about scientific inquiry when comparing ninth/tenth graders to eleventh/twelfth graders. Despite the teacher having informed views and implementing aspects of inquiry-oriented teaching, few students held informed views for many aspects. When comparing the findings of the present study to past VASI studies, students had more mixed and informed views for specific VASI items. Based on interviews with the teacher and a review of the teacher's curriculum, these mixed and informed views about scientific inquiry were explicitly addressed in the classroom. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01