International Collaborative Follow-Up Investigation of Graduating High School Students' Understandings of the Nature of Scientific Inquiry: Is Progress Being Made?

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Autor/inn/en	Lederman, J. S.; Lederman, N. G.; Bartels, S.; Jimenez, J.; Acosta, K.; Akubo, M.; Aly, S.; de Andrade, M. A. B. S.; Atanasova, M.; Blanquet, E.; Blonder, R.; Brown, P.; Cardoso, R.; Castillo-Urueta, P.; Chaipidech, P.; Concannon, J.; Dogan, O. K.; El-Deghaidy, H.; Elzorkani, A.; Ferdous, T.; Fukuda, N.; Gaigher, E.; Galvis-Solano, L.; Gao, Q.; Guo, S.; Gwekwerere, Y.; Gyllenpalm, J.; Hamed Al-Lal, S.; Han-Tosunoglu, C.; Hattingh, A.; Holliday, G.; Huang, X.; Irez, S.; Jiménez, J.; Kay, G.; Koumara, A.; Kremer, K.; Kuo, P.-C.; Lavonen, J.; Leung, J. S. C.; Liao, Z.; Librea-Carden, M. R.; Lin, S. -F.; Liu, C.; Liu, E.; Liu, S. -Y.; Mamlok-Naaman, R.; Mcdonald, C. V.; Möller, A.; Morales, M.; Mulvey, B. K.; Neumann, I.; Neurohr, A.-L.; Pan, Y.; Panjaburee, P.; Penn, M.; Plakitsi, K.; Picholle, E.; Ramnarain, U.; Raykova, Z.; Rundgren, C.-J.; Salonen, S.; Santibáñez-Gómez, D.; Schwartz, R.; Sharma, R.; Srisawasdi, N.; Takiveikata, S.; Urueta-Ortiz, T.; Vitlarov, K.; Voitle, F.; Wishart, J.
Titel	International Collaborative Follow-Up Investigation of Graduating High School Students' Understandings of the Nature of Scientific Inquiry: Is Progress Being Made?
Quelle	In: International Journal of Science Education, 43 (2021) 7, S.991-1016 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lederman, J. S.) ORCID (Lederman, N. G.) ORCID (Bartels, S.) ORCID (Jimenez, J.) ORCID (Blonder, R.) ORCID (Concannon, J.) ORCID (Ferdous, T.) ORCID (Gaigher, E.) ORCID (Lavonen, J.) ORCID (Leung, J. S. C.) ORCID (Librea-Carden, M. R.) ORCID (Schwartz, R.) ORCID (Sharma, R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1894500
Schlagwörter	High School Students; Scientific Principles; Science Instruction; Grade 12; Student Attitudes; Inquiry; Cross Cultural Studies; Grade 7; Comparative Analysis; International Cooperation; Concept Formation; Educational Change; Learning Experience + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 12; 12. Schuljahr; Schuljahr 12; Schülerverhalten; Cultural comparison; Kulturvergleich; School year 07; 7. Schuljahr; Schuljahr 07; Internationale Kooperation; Internationale Zusammenarbeit; Concept learning; Begriffsbildung; Bildungsreform; Lernerfahrung
Abstract	Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students' NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students' understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline. "Journal of Research in Science Teaching," 56(4), 486-515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students' understandings and compares their understandings to seventh grade students' understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01