Publication:
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Issued Date

2021-01-01

Resource Type

Article

ISSN

14645289
09500693

DOI

10.1080/09500693.2021.1894500

Other identifier(s)

2-s2.0-85104866691

Rights

Mahidol University

Rights Holder(s)

SCOPUS

Bibliographic Citation

International Journal of Science Education. Vol.43, No.7 (2021), 991-1016

Suggested Citation

J. S. Lederman, N. G. Lederman, S. Bartels, J. Jimenez, K. Acosta, M. Akubo, S. Aly, M. A.B.S.de Andrade, M. Atanasova, E. Blanquet, R. Blonder, P. Brown, R. Cardoso, P. Castillo-Urueta, P. Chaipidech, J. Concannon, O. K. Dogan, H. El-Deghaidy, A. Elzorkani, T. Ferdous, N. Fukuda, E. Gaigher, L. Galvis-Solano, Q. Gao, S. Guo, Y. Gwekwerere, J. Gyllenpalm, S. Hamed Al-Lal, C. Han-Tosunoglu, A. Hattingh, G. Holliday, X. Huang, S. Irez, J. Jiménez, G. Kay, A. Koumara, K. Kremer, P. C. Kuo, J. Lavonen, J. S.C. Leung, Z. Liao, M. R. Librea-Carden, S. F. Lin, C. Liu, E. Liu, S. Y. Liu, R. Mamlok-Naaman, C. V. Mcdonald, A. Möller, M. Morales, B. K. Mulvey, I. Neumann, A. L. Neurohr, Y. Pan, P. Panjaburee, M. Penn, K. Plakitsi, E. Picholle, U. Ramnarain, Z. Raykova, C. J. Rundgren, S. Salonen, D. Santibáñez-Gómez, R. Schwartz, R. Sharma, N. Srisawasdi, S. Takiveikata, T. Urueta-Ortiz, K. Vitlarov, F. Voitle, J. Wishart International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?. International Journal of Science Education. Vol.43, No.7 (2021), 991-1016. doi:10.1080/09500693.2021.1894500 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/79124

Research Projects

Organizational Units

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Thesis

Title

International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Author(s)

J. S. Lederman
 N. G. Lederman
 S. Bartels
 J. Jimenez
 K. Acosta
 M. Akubo
 S. Aly
 M. A.B.S.de Andrade
 M. Atanasova
 E. Blanquet
 R. Blonder
 P. Brown
 R. Cardoso
 P. Castillo-Urueta
 P. Chaipidech
 J. Concannon
 O. K. Dogan
 H. El-Deghaidy
 A. Elzorkani
 T. Ferdous
 N. Fukuda
 E. Gaigher
 L. Galvis-Solano
 Q. Gao
 S. Guo
 Y. Gwekwerere
 J. Gyllenpalm
 S. Hamed Al-Lal
 C. Han-Tosunoglu
 A. Hattingh
 G. Holliday
 X. Huang
 S. Irez
 J. Jiménez
 G. Kay
 A. Koumara
 K. Kremer
 P. C. Kuo
 J. Lavonen
 J. S.C. Leung
 Z. Liao
 M. R. Librea-Carden
 S. F. Lin
 C. Liu
 E. Liu
 S. Y. Liu
 R. Mamlok-Naaman
 C. V. Mcdonald
 A. Möller
 M. Morales
 B. K. Mulvey
 I. Neumann
 A. L. Neurohr
 Y. Pan
 P. Panjaburee
 M. Penn
 K. Plakitsi
 E. Picholle
 U. Ramnarain
 Z. Raykova
 C. J. Rundgren
 S. Salonen
 D. Santibáñez-Gómez
 R. Schwartz
 R. Sharma
 N. Srisawasdi
 S. Takiveikata
 T. Urueta-Ortiz
 K. Vitlarov
 F. Voitle
 J. Wishart

Other Contributor(s)

William Woods University
 Fiji National University
 Zhejiang International Studies University
 National Pingtung University
 Universidad Pedagógica Nacional, Bogota
 Universidad Finis Terrae
 Université de Bordeaux
 Pontificia Universidad Catolica del Peru
 Universidad de Sevilla
 Griffith University
 Universidad Nacional Autónoma de México
 University of Akron
 Universidad de Tarapacá
 Kent State University
 Stockholms universitet
 Marmara Üniversitesi
 Universidade Estadual de Londrina
 Universität Wien
 Valparaiso University
 Beijing Normal University
 National Taiwan Normal University
 University of Pretoria
 University of Bristol
 American University in Cairo
 Weizmann Institute of Science Israel
 Khon Kaen University
 University of Tsukuba
 Université Laurentienne
 Mahidol University
 Georgia State University
 The University of British Columbia
 CNRS Centre National de la Recherche Scientifique
 Plovdiv University Paisii Hiledarski
 National Changhua University of Education
 The University of Hong Kong
 Gottfried Wilhelm Leibniz Universität Hannover
 University of Ioannina
 Arizona State University
 Zhejiang Normal University
 Helsingin Yliopisto
 Illinois Institute of Technology
 Florida State University
 University of Johannesburg
 University of Cape Town
 The 3rd Middle School of TangXi
 Wuzhou Foreign Language School of Jinhua
 IPN
 Fort Zumwalt School District

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.

Keyword(s)

Social Sciences

Availability

URI

https://repository.li.mahidol.ac.th/handle/20.500.14594/79124

Collections

Scopus 2021