J. S. LedermanN. G. LedermanS. BartelsJ. JimenezK. AcostaM. AkuboS. AlyM. A.B.S.de AndradeM. AtanasovaE. BlanquetR. BlonderP. BrownR. CardosoP. Castillo-UruetaP. ChaipidechJ. ConcannonO. K. DoganH. El-DeghaidyA. ElzorkaniT. FerdousN. FukudaE. GaigherL. Galvis-SolanoQ. GaoS. GuoY. GwekwerereJ. GyllenpalmS. Hamed Al-LalC. Han-TosunogluA. HattinghG. HollidayX. HuangS. IrezJ. JiménezG. KayA. KoumaraK. KremerP. C. KuoJ. LavonenJ. S.C. LeungZ. LiaoM. R. Librea-CardenS. F. LinC. LiuE. LiuS. Y. LiuR. Mamlok-NaamanC. V. McdonaldA. MöllerM. MoralesB. K. MulveyI. NeumannA. L. NeurohrY. PanP. PanjabureeM. PennK. PlakitsiE. PicholleU. RamnarainZ. RaykovaC. J. RundgrenS. SalonenD. Santibáñez-GómezR. SchwartzR. SharmaN. SrisawasdiS. TakiveikataT. Urueta-OrtizK. VitlarovF. VoitleJ. WishartWilliam Woods UniversityFiji National UniversityZhejiang International Studies UniversityNational Pingtung UniversityUniversidad Pedagógica Nacional, BogotaUniversidad Finis TerraeUniversité de BordeauxPontificia Universidad Catolica del PeruUniversidad de SevillaGriffith UniversityUniversidad Nacional Autónoma de MéxicoUniversity of AkronUniversidad de TarapacáKent State UniversityStockholms universitetMarmara ÜniversitesiUniversidade Estadual de LondrinaUniversität WienValparaiso UniversityBeijing Normal UniversityNational Taiwan Normal UniversityUniversity of PretoriaUniversity of BristolAmerican University in CairoWeizmann Institute of Science IsraelKhon Kaen UniversityUniversity of TsukubaUniversité LaurentienneMahidol UniversityGeorgia State UniversityThe University of British ColumbiaCNRS Centre National de la Recherche ScientifiquePlovdiv University Paisii HiledarskiNational Changhua University of EducationThe University of Hong KongGottfried Wilhelm Leibniz Universität HannoverUniversity of IoanninaArizona State UniversityZhejiang Normal UniversityHelsingin YliopistoIllinois Institute of TechnologyFlorida State UniversityUniversity of JohannesburgUniversity of Cape TownThe 3rd Middle School of TangXiWuzhou Foreign Language School of JinhuaIPNFort Zumwalt School District2022-08-042022-08-042021-01-01International Journal of Science Education. Vol.43, No.7 (2021), 991-101614645289095006932-s2.0-85104866691https://repository.li.mahidol.ac.th/handle/20.500.14594/79124Understandings 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.Mahidol UniversitySocial SciencesArticleSCOPUS10.1080/09500693.2021.1894500