VASI Questionnaire in the context of Brazilian Secondary Education: an Analysis of the Students' Understanding of Scientific Inquiry

Andrade, Mariana Aparecida Bologna Soares de; Lederman, Norman G.; Lederman, Judith S.

doi:10.1590/1516-731320200070

Cited by 3 publications

(1 citation statement)

References 11 publications

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“…Two large-scale international studies with seventh grade (Lederman et al 2019) and high school students (Lederman et al 2021), for example, revealed students from various countries held naïve views about all aspects of SI. Other national studies reached more or less the same conclusion (e.g., Andrade et al, 2020;Gyllenpalm et al, 2022).…”

Section: Discussionsupporting

confidence: 61%

Middle School Graduates’ Understandings of Scientific Inquiry and Its Relation to Academic Achievement

Doğan

Han-Tosunoğlu

Arslan

et al. 2023

Int J of Sci and Math Educ

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There are conflicting reports not only on the effect of scientific inquiry on academic achievement but also insufficient evidence on the relationship between understanding the nature of scientific inquiry and academic achievement; more generalizable studies are needed. The purpose of this large sampled study was to investigate the middle school graduates’ understandings of scientific inquiry (SI) and the relationship between students’ understandings of SI and academic achievement. The sample of the study ( X = 3067) was selected by purposeful and layered-sampling techniques among ninth grade students studying at high schools with different orientations in Istanbul. Descriptive and inferential statistical approaches were used in the data analysis procedure. The students’ academic achievement was operationally defined as the scores they received in the High School Entrance Exam (HEE). Views about scientific inquiry scale was applied to determine the participants’ understandings about scientific inquiry. The data were collected in the first 2 weeks of the first semester of high school in accordance with the purpose of the study. The results of the study revealed that middle school graduates generally do not have adequate understandings of SI. Furthermore, according to the findings except for the “conclusion data conformity” aspect, there are statistically significant correlations between students’ academic achievement and understandings in all aspects of SI.

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