The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

Wang, Hsin-Hui; Hong, Zuway‐R; She, Hsiao-Ching; Smith, Thomas J.; Fielding-Wells, Jill; Lin, Huann‐shyang

doi:10.1186/s40594-022-00329-z

Cited by 12 publications

(9 citation statements)

References 66 publications

(63 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In a follow-up experimental context, the SLA can also be distributed as a pre-and post-test to compare diverse teaching methods or integrated in longitudinal analyses to report modification in demonstrated knowledge, beliefs, and values. Inquiry-based teaching, group dialogue and STEM-based teaching, game-based teaching can improve students' SL (Botes, 2022;Gómez & Suárez, 2020;Pebriani et al, 2022;Peffer & Ramezani, 2019;Suryaningsih et al, 2022;Wang et al, 2022;Warfa et al, 2018;Wu et al, 2021).…”

Section: Discussionmentioning

confidence: 99%

Assessing Greek pre-service primary teachers’ scientific literacy

2023

View full text Add to dashboard Cite

In a modern yet demanding society, scientific literacy (SL) is an essential skill that enables the individual to explain, understand and discuss issues related to science, health, and the environment. The purpose of this research study is to validate the Scientific Literacy Assessment (SLA) tool in the Greek language and investigate the level of SL of 362 Greek pre-service primary school teachers. Reliability and validity were examined using exploratory factor analysis, confirmatory factor analysis and the Cronbach’s alpha coefficient, and a statistical analysis was performed to verify the factor structure of the two components of SLA. The results revealed that the level of demonstrated knowledge (SLA-D1) was moderate while motivational beliefs about learning science were satisfactory (SLA-MB). In terms of demographic factors such as gender, high school course specialization and undergraduate year, the results demonstrated an effect on SLA scores. Recommendations for further research in primary teacher preparation programs are presented.

show abstract

Section: Discussionmentioning

confidence: 99%

Assessing Greek pre-service primary teachers’ scientific literacy

2023

View full text Add to dashboard Cite

show abstract

“…Scientific literacies, in the context of the present paper, refer to competencies and skills developed by students during their program, which are generally related to the production and consumption of science and scientific knowledge. Previous work has investigated interventions to improve students’ scientific literacies, for example, with initiatives such as inquiry-based learning projects with students [ 54 ] and hands-on science training for school-aged students [ 69 ], with positive outcomes. In this context, embedding open and reproducible approaches to research teaching and learning may also aid students' development of discipline-specific scientific literacy [ 30 ].…”

Section: Open and Reproducible Scholarship And Students' Scientific L...mentioning

confidence: 99%

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

et al. 2023

View full text Add to dashboard Cite

In recent years, the scientific community has called for improvements in the credibility, robustness and reproducibility of research, characterized by increased interest and promotion of open and transparent research practices. While progress has been positive, there is a lack of consideration about how this approach can be embedded into undergraduate and postgraduate research training. Specifically, a critical overview of the literature which investigates how integrating open and reproducible science may influence student outcomes is needed. In this paper, we provide the first critical review of literature surrounding the integration of open and reproducible scholarship into teaching and learning and its associated outcomes in students. Our review highlighted how embedding open and reproducible scholarship appears to be associated with (i) students' scientific literacies (i.e. students’ understanding of open research, consumption of science and the development of transferable skills); (ii) student engagement (i.e. motivation and engagement with learning, collaboration and engagement in open research) and (iii) students' attitudes towards science (i.e. trust in science and confidence in research findings). However, our review also identified a need for more robust and rigorous methods within pedagogical research, including more interventional and experimental evaluations of teaching practice. We discuss implications for teaching and learning scholarship.

show abstract

“…Inquiry, in which students design their own experiment process, constantly communicates with f riends and gives each other help to solve the inquiry problem, and sometimes conflicts arise, but they also learn how to solve those (Kim & Kwon, 2016). Wang et al (2022) argued that open inquiry class h elps students make plans, deduct results, discuss with peers and reach agreements with scientific idea s and even promotes their interaction.…”

Section: Experiments Classmentioning

confidence: 99%

Analysis of peer relationshipsin KoreanMiddle School Inquiry and Noninquiry Science Experiment Classes

Kim¹

2023

tused

View full text Add to dashboard Cite

The role of structured inquiry, open inquiry, and epistemological beliefs in developing secondary students’ scientific and mathematical literacies

Cited by 12 publications

References 66 publications

Assessing Greek pre-service primary teachers’ scientific literacy

Assessing Greek pre-service primary teachers’ scientific literacy

Teaching open and reproducible scholarship: a critical review of the evidence base for current pedagogical methods and their outcomes

Analysis of peer relationshipsin KoreanMiddle School Inquiry and Noninquiry Science Experiment Classes

Contact Info

Product

Resources

About