Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry

Katherine Acosta; y otros autores.

doi:10.1080/09500693.2023.2256458

Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry

Título traducido de la contribución: Completar la progresión estableciendo una base internacional de las opiniones de los estudiantes de primaria, secundaria y preparatoria sobre la investigación científica.

Katherine Acosta
, y otros autores.

Departamento de Educación

Producción científica: Contribución a una revista › Artículo › revisión exhaustiva

5 Citas (Scopus)

Resumen

El conocimiento de la indagación científica (IS) se considera esencial para el desarrollo de la Alfabetización Científica (AC) de un individuo y, por lo tanto, la IS se incluye en muchos documentos internacionales de reforma de la educación científica. Dos estudios internacionales previos a gran escala evaluaron la comprensión de la IS de los estudiantes que ingresan a la escuela secundaria y preparatoria al final de su educación científica formal K-12. El propósito de este proyecto internacional fue utilizar el VASI-E para recopilar datos sobre lo que los estudiantes de nivel primario han aprendido sobre la IS en sus primeros años de escuela. Este estudio se suma a la investigación previa para unir el panorama de las comprensiones de la IS ahora con representación de muestras de primaria, secundaria y preparatoria. Un total de 4,238 estudiantes de 35 países/regiones que abarcan seis continentes participaron en el estudio. Los resultados muestran que, a nivel mundial, los estudiantes de primaria no están adecuadamente informados sobre la IS para su grupo de edad. Sin embargo, al compararlos con los estudiantes de los estudios internacionales previos (grados séptimo y duodécimo), la comprensión de los estudiantes de primaria fue sorprendentemente más cercana a los niveles de comprensión de la IS de los estudiantes de secundaria que aquellos en el estudio de séptimo grado.

Título traducido de la contribución	Completar la progresión estableciendo una base internacional de las opiniones de los estudiantes de primaria, secundaria y preparatoria sobre la investigación científica.
Idioma original	Inglés
Páginas (desde-hasta)	715-731
Número de páginas	16
Publicación	International Journal of Science Education
Volumen	46
N.º	7
DOI	https://doi.org/10.1080/09500693.2023.2256458
Estado	Publicada - 2024

Palabras clave

Investigación internacional
Indagación científica

ODS de las Naciones Unidas

Este resultado contribuye a los siguientes Objetivos de Desarrollo Sostenible

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title = "Completing the progression establishing an international baseline of primary, middle and secondary students{\textquoteright} views of scientific inquiry",

abstract = "Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study. ",

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AB - Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to use the VASI-E to collect data on what primary level students have learned about SI in their first few years of school. This study adds to previous research to bridge the landscape of SI understandings now with representation from primary, middle and high school samples. A total of 4,238 students from 35 countries/regions spanning six continents participated in the study. The results show that globally, primary students are not adequately informed about SI for their age group. However, when compared with the students in the previous international studies (grades seven and 12), the primary students' understandings were surprisingly closer to the levels of understanding of SI of the secondary school students than those in the seventh grade study.

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KW - Indagación científica

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KW - Scientific inquiry

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Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry

Resumen

Palabras clave

ODS de las Naciones Unidas

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