The Progression of Students' Views about Nature of Scientific Inquiry

Autor/inn/en	Gai, Lichun; Li, Yanmei; Zheng, Changlong; Wei, Bing; Jiang, Zhimeng; Lederman, Judith S.
Titel	The Progression of Students' Views about Nature of Scientific Inquiry
Quelle	In: International Journal of Science Education, 44 (2022) 17, S.2508-2540 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gai, Lichun) ORCID (Jiang, Zhimeng) ORCID (Lederman, Judith S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2022.2138623
Schlagwörter	Student Attitudes; Scientific Principles; Scientific Attitudes; Inquiry; Science Education; Teaching Methods; Instructional Program Divisions; Age Differences; Science Tests; Comparative Analysis; Foreign Countries; Questionnaires; Translation; English; Chinese; Scientific Research; Kindergarten; Elementary Education; Science Curriculum; National Curriculum; Knowledge Level; China + Suchen Sie Ihr Suchwort? Schülerverhalten; Naturwissenschaftliche Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Age; Difference; Age difference; Altersunterschied; Ausland; Fragebogen; English language; Englisch; China; Chinesen; Elementarunterricht; Wissensbasis
Abstract	While helping students develop informed views about nature of scientific inquiry (VNOSI) has been emphasised in science education, little is known regarding students' current VNOSI at a certain grade level and whether there was evidence of higher attainment of VNOSI in students in higher grades as compared to lower grades? The purpose of this study was to answer these questions. This study was conducted in China, Hebei province, with a medium level of economic, social, and educational development. Data collection consisted of questionnaire survey and structured-interview. Participants were 212 students (82 males, 130 females) at five grade levels and from four types of locations. The results were: (a) No matter which grade levels students were in, most of them had not developed informed VNOSI. (b) According to Fisher exact tests, in six aspects of nature of scientific inquiry (NOSI), students in higher grades had higher attainment as compared to lower grades; and in two aspects of NOSI, students in higher grades did not have higher attainment as compared to lower grades. In order to explain these research results, three possible reasons were explored; for the purpose of promoting the development of students' VNOSI, three implications were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01