Dimensions of Science Learning: a study on PISA test questions involving chemistry content

Broietti, Fabiele Cristiane Dias; Nora, Paulo dos Santos; Costa, Sandro Lucas Reis

doi:10.17648/acta.scientiae.v21iss1id4947

Cited by 4 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Category C4 contained only five articles (11.4%). Studies that investigate the relationship between assessments, especially large scale assessments, and Scientific Practices are relevant due to the large scale impact the Next Generation Science Standards (NGSS, 2013) and the NRC framework (NRC, 2012) have had in students' Science Education throughout the United States as a whole (Broietti et al, 2019).…”

Section: A Critical Analysis Of the Research Contextsmentioning

confidence: 99%

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

Costa

Broietti

2021

SEI

Self Cite

View full text Add to dashboard Cite

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 last decade is relevant. Thus, 44 articles from international journals in Science Education in the last decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: I) To identify in which contexts the authors carried out research involving Scientific Practices and II) 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.

show abstract

Section: A Critical Analysis Of the Research Contextsmentioning

confidence: 99%

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

Costa

Broietti

2021

SEI

Self Cite

View full text Add to dashboard Cite

show abstract

“…According to the NTSA -National Science Teaching Association, 44 states (representing 71% of US students) have education standards influenced by the NRC (2012) and 20 states have already adopted the standards, representing more than 35% of students in the United States (NTSA, 2019). Thus, the concept of Scientific Practices assumes a central role in Science Teaching in the United States, and has been the focus of several studies, including research in other countries (Broietti et al, 2019;Prins et al, 2018;Evagorou et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

Towards Greater Understandings of Scientific Practices in Science Education: An Analysis of the Publications

Costa

Broietti

2022

Acta Sci.

View full text Add to dashboard Cite

Background: Educational guiding documents in Science Education (NRC, 2012; NGSS, 2013) have given great importance to Scientific Practices. Thus, a greater understanding of what the scientific community understands as Scientific Practices is relevant. Objectives: I) To analyse the understandings of the term Scientific Practices in Science Education publications of the last decade (2010-2019); II) to synthesize convergent and divergent points regarding the understandings of Scientific Practices in the literature; and III) to critically discuss trends among the understandings of Scientific Practices in the field of Science Education. Design: a qualitative investigation based on Okoli (2015) and Bardin (2011). Setting: 44 articles published in international Science Education journals in the last decade (2010)(2011)(2012)(2013)(2014)(2015)(2016)(2017)(2018)(2019). Data collection and analysis: An inventory was filled out for each article in order to understand the use and understandings of the term Scientific Practices in the field. Results: Three categories emerged regarding the understandings: Articles that presented understandings of Scientific Practices aligned with the National Research Council (NRC) (D1); Articles that presented other understandings of Scientific Practices (D2), based on sociological, philosophical and historical references; and Articles that did not present their understandings of Scientific Practices (D3), although the term was used throughout the text. Conclusions: Understandings of Scientific Practices aligned with the NRC's discussions represent the dominant conceptualization among the research (59.1%), however clear and explicit definitions for Scientific Practices, as well as deepening the theoretical discussions of Scientific Practices is still required in Science Education publications due to the different understandings present in the field.

show abstract

Development and utilization of instrument using PISA framework to improve chemistry literacy ability: A systematic review

Suwahyu¹,

Rahayu²

2023

The 5TH INTERNATIONAL CONFERENCE ON MATHEMATICS AND SCIENCE EDUCATION (ICoMSE) 2021: Science and Mathematics Education Research

View full text Add to dashboard Cite

Dimensions of Science Learning: a study on PISA test questions involving chemistry content

Cited by 4 publications

References 3 publications

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

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

Towards Greater Understandings of Scientific Practices in Science Education: An Analysis of the Publications

Development and utilization of instrument using PISA framework to improve chemistry literacy ability: A systematic review

Contact Info

Product

Resources

About