International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Lederman, Judith S.; Lederman, Norman G.; Bartels, Selina; Jiménez, José Paz; Acosta, Katherine; Akubo, Mark; Aly, Shereen; Andrade, Mariana Aparecida Bologna Soares de; Atanasova, Margarita; Blanquet, Estelle; Blonder, Ron; Brown, Patrick; Cardoso, Renata Santana de Miranda; Castillo-Urueta, P.; Chaipidech, Pawat; Concannon, James; Doğan, Özgür Kıvılcan; EL-Deghaidy, Heba; ElZorkani, Ahmed; Ferdous, Tanzimul; Fukuda, Naoya; Gaigher, Estelle; Galvis-Solano, L.; Gao, Qingxiang; Guo, Shuchen; Gwekwerere, Yovita; Gyllenpalm, Jakob; Al-Lal, Soraya Hamed; Han-Tosunoğlu, Çiğdem; Hattingh, Annemarie; Holliday, Gary M.; Huang, Xiao; İrez, Serhat; Kay, Gillian; Koumara, Anna; Kremer, Kerstin; Kuo, Pi Chu; Lavonen, Jari; Leung, Jessica Shuk Ching; Liao, Zhiying; Librea-Carden, Mila Rosa; Lin, Shu Fen; Liu, Chunlei; Liu, E.; Liu, S.-Y.; Mamlok‐Naaman, Rachel; McDonald, Christine V.; Möller, Andrea; Morales, Marlene; Mulvey, Bridget K.; Neumann, Irene; Neurohr, A.-L.; Yong, Pan; Panjaburee, Patcharin; Penn, Mafor; Plakitsi, Katerina; Picholle, Éric; Ramnarain, Umesh; Raykova, Zhelyazka; Rundgren, Carl-Johan; Salonen, Sabina; Santibáñez-Gómez, David; Schwartz, Reneé; Sharma, Runaaz Ali; Srisawasdi, Niwat; Takiveikata, Sereima; Urueta-Ortiz, Tathali; Vitlarov, Krasimir; Voitle, Frauke; Wishart, Jocelyn

doi:10.1080/09500693.2021.1894500

Cited by 21 publications

(19 citation statements)

References 15 publications

(24 reference statements)

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“…Situating this study in one country, we were able to examine the use of data in everyday scientific reasoning, across socioeconomic backgrounds, in a setting where people were exposed to a shared media landscape and shared interest in consequential functional questions. Although limited to one country, broader applicability of our findings is supported by studies that suggest similar science education backgrounds between countries based on shared curricular components such as NGSS-based science-inquiry practices (Chiu et al, 2019;Heinz et al, 2017;Lederman et al, 2021). Further support suggesting that findings can be extended to other countries stems from the comparable results of the control question drawn from the PEW's American laypersons' knowledge survey results (Kennedy & Hefferon, 2019) that we included in our survey.…”

Section: Limitationssupporting

confidence: 66%

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Tabak

Dubovi

2023

Science Education

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Is public engagement with science deliberative and evidence‐based? The public is often perceived as underprepared to use data and susceptible to partisan and emotional manipulation. Consequently, educational efforts focus on the ability to identify reliable information. We posit that effective engagement with science goes beyond this and hinges on data literacy. We leveraged the unique circumstances of COVID‐19, where diverse people inundated with pandemic‐related data representations in the media needed to make consequential decisions, to examine whether people use data and what factors affect such use. In a survey of a representative Israeli adult sample, participants reported their information habits and beliefs before and during COVID‐19. On being presented with graphs and datasets, they answered data literacy and COVID‐19‐related functional reasoning assessments (e.g., would you travel abroad?). Data literacy distinguished those who incorporated data from those who did not. Yet, participants incorporated moral, social, and economic considerations at all data literacy levels, suggesting that people may be deliberative even when they do not attend to quantified data. Moreover, participants' trust in science and data interpretation competence were key factors mediating the relationship between self‐efficacy in data interpretation skills and the incorporation of data in reasoning. The findings extend beyond COVID‐19 to a broader understanding of the factors influencing public engagement with quantitative representations. Rather than focusing solely on remediating data interpretation, we suggest that educative efforts work on multiple fronts and that cultivating trust in science is key to a broader, more deliberative engagement with science.

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Section: Limitationssupporting

confidence: 66%

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Tabak

Dubovi

2023

Science Education

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“…Our findings suggest that NOSI needs to be explicitly addressed in science lessons together with inquiry performances in order to develop participants' informed views and performances of scientific inquiry. In addition, we agree with international recommendations such as Lederman et al's (2021), who point to a need of performing activities associated to real problems in order to promote the understanding and practice of scientific research in science lessons. Moreover, to do so, teachers need specific training on inquiry and NOSI, such as the module presented in this study.…”

Section: Discussionsupporting

confidence: 52%

“…Although NOS is widely addressed in Spanish scientific education, NOSI is less studied. In fact, to date we have not identified specific NOSI studies in PPT education, only in secondary education, and those point to a naive view for all NOSI for the 50% of the students that took part of the study (Lederman et al, 2021) as well as to difficulties for identifying these aspects in real situations (Hamed et al, 2017).…”

Section: Contribution To the Literaturementioning

confidence: 99%

Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection

Pérez

Díaz-Moreno

2022

EURASIA J Math Sci Tech Ed

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This study examined pre-service primary teachers' (PPTs) initial NOSI conceptions and their evolution after the immersion in a specific teaching module focused on inquiry and NOSI. The participants were 40 PPTs attending a science education course during a semester. The study consisted of a pre-test/post-test design approach framed qualitative methods. The intervention consisted of nine 90-minute sessions in which participants addressed NOS and NOSI aspects through explicit-reflective teaching combined with the implementation of inquiry tasks set in everyday-life contexts. Data were collected through an open-ended questionnaire both at the beginning and at the end of the module and they were examined through content analysis. The main findings suggest that pre-service teachers presented naive NOSI conceptions when entered the course, and their ideas improved considerably in most of the NOSI aspects after their immersion in the teaching module.

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“…Indeed, many recent studies in various countries reported poor and insufficient understandings of students regarding SI. 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: Discussionmentioning

confidence: 99%

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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International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Abstract: Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences,

Cited by 21 publications

References 15 publications

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Promoting Pre-Service Primary Teachers’ Development of NOSI Through Specific Immersion and Reflection

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

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