The progression of students’ views about nature of scientific inquiry

Gai, Lichun; Li, Yanmei; Zheng, Changlong; Wei, Bing; Jiang, Zhimeng; Lederman, Judith S.

doi:10.1080/09500693.2022.2138623

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…In accordance with this view, the assessment of scientific literacy is not merely a measurement of the level of understanding of scientific knowledge but also an understanding of various aspects of the scientific process and the ability to apply scientific knowledge and processes in real situations faced by students. By developing science process skills, then students will be able to find and develop a fact or concept on their own and cultivate the attitudes needed in scientific discovery (Gai et al, 2022;Ploj Virtič, 2022).…”

Section: Scientific Literacy Assessmentmentioning

confidence: 99%

Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students

Harefa¹

2023

iraono

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This study aims to determine how scientific literacy in elementary school students is in science learning using the scientific inquiry approach. The method used in this research is library research or literature study that relies on bibliographical sources from various literature bases, books, and scientific articles. The results of this study show that scientific literacy through a scientific inquiry approach can deliver students to have scientific process skills and scientific attitudes and be able to communicate a problem scientifically. Scientific literacy is needed in science learning for elementary school students. In the Merdeka curriculum, the scientific approach emphasizes student-centered learning and emphasizes the process of inquiry through the stages of the scientific approach. The scientific inquiry approach is an activity where the teacher still determines questions and processes, but students produce an explanation that is supported by the evidence that has been collected. This approach can train students to become scientists in discovering the studied concepts.

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Section: Scientific Literacy Assessmentmentioning

confidence: 99%

Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students

Harefa¹

2023

iraono

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“…Many science teachers need to understand the nature of science, and teaching science does not use the NoS [5]. So, the NoS was reimagined in various ways, including using social media [6].…”

Section: Introductionmentioning

confidence: 99%

Development and Validation of Scientific Inquiry Literacy Instrument (SILI) Using Rasch Measurement Model

Darman,

Suhandi,

Kaniawati

et al. 2024

Education Sciences

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This research aims to develop an instrument of knowledge and skills called the Scientific Inquiry Literacy Instrument (SILI). Instrument measurement analysis uses the Rasch model by utilizing the Winsteps application. This research uses mixed methods research that combines interviews as qualitative research and tests as quantitative research. The research design used is Sequential Exploratory. The SILI contains 28 knowledge aspect indicators and 37 skills aspect indicators. Based on the Outfit mean square (MNSQ), Z-Standard value (ZSTD), and point measure correlation value (Pt Mean Corr), it was obtained that the three aspects of the SILI meet the criteria for an acceptable item in the Rasch measurement model. Based on item analysis biased towards gender, region, and science major, all SILI items in knowledge and skills meet the probability criteria > 0.05, so all items can be used without harming one group. The findings of the research dimensionality of the SILI for aspects of knowledge and skills are 26.9% and 20.4%. Thus, all aspects of the SILI can measure what should be measured and fulfill all the criteria for items accepted based on the Rasch model for measuring science inquiry literacy.

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Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

Toma,

Yánez-Pérez,

Meneses-Villagrá

2024

Sci & Educ

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Inquiry-based science teaching (IBST) is a key goal of science education reforms worldwide. Recent research highlights the importance of infusing inquiry teaching with knowledge about the nature of scientific inquiry, and not just focusing on procedural skills to do inquiry. However, such an endeavour requires teachers to have high levels of self-efficacy. Given the lack of valid and reliable measurement instruments for Spanish-speaking teachers, the present study adapted and validated Aydeniz et al. Science and Education, 30(1), 103–120, (2021) Inquiry-Based Science Teaching Efficacy Scale (IBSTES, Science & Education, 30:103–120). Confirmatory factor analysis on data from 428 pre-service teachers in kindergarten and elementary school revealed a two-factor structure, which is consistent with the conceptual framework of IBST. The two factors measured self-efficacy beliefs regarding (1) helping students improve their understanding of the nature of scientific inquiry and (2) helping students develop procedural skills for conducting scientific inquiry. Both factors demonstrated very high reliability (> 0.90), as assessed by Cronbach's alpha and McDonald's omega. This latent structure was invariant across genders, suggesting that the instrument can be used with both male and female prospective teachers, allowing for gender comparisons. This study is the first of its kind to validate in Spanish a self-efficacy scale for IBST that specifically tackles the epistemological understanding of the nature of scientific inquiry. The Spanish IBSTES provides a valuable tool for researchers and practitioners to assess and support teacher self-efficacy, which is essential for the success of educational reforms.

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The progression of students’ views about nature of scientific inquiry

Cited by 4 publications

References 29 publications

Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students

Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students

Development and Validation of Scientific Inquiry Literacy Instrument (SILI) Using Rasch Measurement Model

Measuring Self-Efficacy Beliefs in Teaching Inquiry-Based Science and the Nature of Scientific Inquiry

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