ABSTRACT

This paper analyses data from the Swedish sample of the international VASI (Views about scientific inquiry) study (Lederman et al. [2019]. An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching. Published online. https://doi.org/10.1002/tea.21512). Understandings about scientific inquiry involve knowledge about the processes of inquiry, and are not the same as being able to do inquiry although these are related domains. This paper focuses on what students know about scientific inquiry and what impact school science may have on this knowledge. Data were collected using the VASI instrument developed previously and was administered to 126 students at the beginning of year seven and 145 students at the end of year 12 in a cross-sectional design. Results indicate that the majority of students do not have an informed understanding of key aspects of scientific inquiry in either grade. Although students in year 12 are more informed, the average is still less than 50% as measured by the VASI and with a large spread.

摘要

本文从国际VASI（科学探索查看）研究的瑞典样品分析数据（Lederman等开始七年级学生的科学探究的理解的[2019]一个国际合作调查：。建立一个基线研究杂志在科学教学中。在线发布。https://doi.org/10.1002/tea.21512）。对科学探究的理解涉及探究过程的知识，尽管它们是相关领域，但与能够进行探究并不相同。本文着重于学生对科学探究的了解以及学校科学对该知识的影响。使用以前开发的VASI仪器收集数据，并以横断面设计的方式对七年级开始的126名学生和12年末的145名学生进行了管理。结果表明，大多数学生对任一年级的科学探究的关键方面都没有足够的了解。尽管12年级的学生了解更多信息，但按VASI衡量，平均水平仍不到50％，而且分布范围很大。