Scientific Practices in Science Education Publications: An Analysis of Research Contexts

Autor/inn/en	Costa, Sandro Lucas Reis; Broietti, Fabiele Cristiane Dias
Titel	Scientific Practices in Science Education Publications: An Analysis of Research Contexts
Quelle	In: Science Education International, 32 (2021) 4, S.282-291 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Costa, Sandro Lucas Reis) ORCID (Broietti, Fabiele Cristiane Dias)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2077-2327
Schlagwörter	Science Education; Standards; Journal Articles; Authors; Scientific Research; Teaching Methods; Content Analysis; Evaluation Methods; Science Curriculum; Elementary Secondary Education; Kindergarten; Science Process Skills + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Standard; Journal article; Zeitschriftenaufsatz; Author; Autor; Autorin; Teaching method; Lehrmethode; Unterrichtsmethode; Inhaltsanalyse
Abstract	Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the past decade is relevant. Thus, 44 articles from international journals in Science Education in the past decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: (1) To identify in which contexts the authors carried out research involving Scientific Practices and (2) to critically discuss the research contexts of Scientific Practices and find research gaps. For this, a systematic literature review was conducted, guided by Bardin's Content Analysis (2011) and the guide to a systematic review by Okoli (2015). Regarding the contexts, six categories were identified: Scientific Practices and teaching proposals (C1); Scientific Practices and distinct theoretical frameworks (C2); Scientific Practices and students (C3); Scientific Practices and assessments (C4); Scientific Practices and teachers (C5); and Scientific Practices and the curriculum (C6). There was a predominant trend to relate Scientific Practices and teaching proposals (38.6%) and Scientific Practices and different theoretical frameworks (22.7%), totaling more than 61% of the analyzed articles. Research gaps have been identified, such as the need for further research on the relationship between Scientific Practices and students (learning) and Scientific Practices and teachers (teaching). Research in this regard can help to clarify: How have students engaged in Scientific Practices? How can teaching be organized to promote Scientific Practices? And what are the relationships between Scientific Practices, school subjects, and specific content? The findings of the study revealed that a greater diversity of research contexts is necessary to fully understand the connections between Scientific Practices and the many dimensions involved in Science Education. It was found that there is a need for more research that addresses Scientific Practices as its main focus, considering the importance the concept is given in guiding documents. (As Provided).
Anmerkungen	International Council of Associations for Science Education. Dokuz Eylul University Faculty of Education, Buca, Izmir 35150, Turkey. Tel: +90-532-4267927; Fax: +90-232-4204895; Web site: http://www.icaseonline.net/seiweb/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01