Fifth-grade students' science competencies. An opportunity to rethink further education for science competence.

Autor/inn/en	Purkat, Matija; Devetak, Iztok
Titel	Fifth-grade students' science competencies. An opportunity to rethink further education for science competence. Paralleltitel: Naravoslovne kompetence ucencev petega razreda: priloznost za ponovni razmislek o nadaljnjem izobrazevanju za razvoj naravoslovnih kompetenc.
Quelle	In: CEPS journal, 15 (2025) 3, S. 41-71Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei (1); PDF als Volltext kostenfreie Datei (2); PDF als Volltext kostenfreie Datei (3) Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1855-9719; 2232-2647
DOI	10.25656/01:35115 10.26529/cepsj.1658
URN	urn:nbn:de:0111-pedocs-351152
Schlagwörter	Kompetenz; Einstellung (Psychologie); Fähigkeit; Test; Schuljahr 5; Schüler; Wissenstest; Chemie; Empirische Untersuchung; Wissenschaft; Slowenien
Abstract	This paper deals with the science competences of fifth-grade students (ages 10 and 11 years) in Slovenia. The science content researched in this study comprises chemical concepts, such as aqueous solutions, states of matter, and nutrition. The science competence and science competencies that elementary school students are supposed to develop are defined. In the following, the concept of attitude towards science and its role in the construct of science competence is explained. The three components of science competencies of the 10- and 11-year-old students were measured using a knowledge test to cover content and procedural knowledge and a questionnaire to measure the attitude of students towards science. The findings reveal that procedural knowledge is the least developed among students. It is also confirmed that attitude components have an important role in interpreting overall science competency test achievements. In the conclusion, the holistic view of the development of science competencies (knowledge, skills, and attitude) is emphasised. Further study of the attitudes towards science in relation to science competence development in a broader way is suggested. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2026/3