ABSTRACT

Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [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, 56(4), 486–515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world.

摘要

世界各地的科学教育改革文件中都包含对科学探究 (NOSI) 性质的理解，而不是让学生参与探究学习体验。然而，对于学生在大学预科期间学到的关于 NOSI 的知识知之甚少。这个大规模的后续国际项目（即32个国家和地区，跨越六大洲，包括高中样本的3917名学生）的目的是收集有关高中毕业生对NOSI的了解的数据。此外，该研究调查了 12 年级学生的 NOSI 理解与先前调查中的 7 年级（即 20 个国家和地区）学生的理解相比的变化 [Lederman 等人。(2019)。科学教学研究杂志，56（4），486-515。https://doi.org/10.1002/tea.21512]。本研究记录并讨论了高中毕业学生的理解，并将他们的理解与每个国家的七年级学生对科学探究的相同方面的理解进行了比较。需要注意的是，从全球 130 多个国家/地区中的每一个国家收集数据是不可行的。同样，不可能从每个国家的每个地区收集数据。然而，已作出协调一致的努力，以提供每个国家和世界的相对具有代表性的图景。