An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry

Establishing a baseline

Judith Lederman, Norman Lederman, Selina Bartels, Juan Jimenez, Mark Akubo, Shereen Aly, Chengcheng Bao, Estelle Blanquet, Ron Blonder, Mariana Bologna Soares de Andrade, Catherine Buntting, Mustafa Cakir, Heba EL-Deghaidy, Ahmed ElZorkani, Estelle Gaigher, Shuchen Guo, Arvi Hakanen, Soraya Hamed Al-Lal, Cigdem Han-Tosunoglu, Annemarie Hattingh & 30 others Anne Hume, Serhat Irez, Gillian Kay, Ozgur Kivilcan Dogan, Kerstin Kremer, Pi Chu Kuo, Jari Lavonen, Shu-Fen Lin, Cheng Liu, Enshan Liu, Shiang Yao Liu, Bin Lv, Rachel Mamlok-Naaman, Christine McDonald, Irene Neumann, Yaozhen Pan, Eric Picholle, Ana Rivero García, Carl Johan Rundgren, David Santibáñez-Gómez, Kathy Saunders, Renee Schwartz, Frauke Voitle, Jakob von Gyllenpalm, Fangbing Wei, Jocelyn Wishart, Zhifeng Wu, Huang Xiao, Yalcin Yalaki, Qiaoxue Zhou

Research output: Contribution to journalArticle

Abstract

Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.

Original languageEnglish
Pages (from-to)486-515
Number of pages30
JournalJournal of Research in Science Teaching
Volume56
Issue number4
DOIs
Publication statusPublished - 2019 Apr 1

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school grade
student
elementary school
science
elementary education
Egypt
Chile
Finland
Nigeria
Sweden
Taiwan
Turkey
New Zealand
Israel
secondary school
Brazil
Spain
France
reform
China

All Science Journal Classification (ASJC) codes

  • Education

Cite this

Lederman, Judith ; Lederman, Norman ; Bartels, Selina ; Jimenez, Juan ; Akubo, Mark ; Aly, Shereen ; Bao, Chengcheng ; Blanquet, Estelle ; Blonder, Ron ; Bologna Soares de Andrade, Mariana ; Buntting, Catherine ; Cakir, Mustafa ; EL-Deghaidy, Heba ; ElZorkani, Ahmed ; Gaigher, Estelle ; Guo, Shuchen ; Hakanen, Arvi ; Hamed Al-Lal, Soraya ; Han-Tosunoglu, Cigdem ; Hattingh, Annemarie ; Hume, Anne ; Irez, Serhat ; Kay, Gillian ; Kivilcan Dogan, Ozgur ; Kremer, Kerstin ; Kuo, Pi Chu ; Lavonen, Jari ; Lin, Shu-Fen ; Liu, Cheng ; Liu, Enshan ; Liu, Shiang Yao ; Lv, Bin ; Mamlok-Naaman, Rachel ; McDonald, Christine ; Neumann, Irene ; Pan, Yaozhen ; Picholle, Eric ; Rivero García, Ana ; Rundgren, Carl Johan ; Santibáñez-Gómez, David ; Saunders, Kathy ; Schwartz, Renee ; Voitle, Frauke ; von Gyllenpalm, Jakob ; Wei, Fangbing ; Wishart, Jocelyn ; Wu, Zhifeng ; Xiao, Huang ; Yalaki, Yalcin ; Zhou, Qiaoxue. / An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry : Establishing a baseline. In: Journal of Research in Science Teaching. 2019 ; Vol. 56, No. 4. pp. 486-515.
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abstract = "Although understandings of scientific inquiry (as opposed to conducting inquiry) are included in science education reform documents around the world, little is known about what students have learned about inquiry during their elementary school years. This is partially due to the lack of any assessment instrument to measure understandings about scientific inquiry. However, a valid and reliable assessment has recently been developed and published, Views About Scientific Inquiry (VASI; Lederman et al. [2014], Journal of Research in Science Teaching, 51, 65–83). The purpose of this large-scale international project was to collect the first baseline data on what beginning middle school students have learned about scientific inquiry during their elementary school years. Eighteen countries/regions spanning six continents including 2,634 students participated in the study. The participating countries/regions were: Australia, Brazil, Chile, Egypt, England, Finland, France, Germany, Israel, Mainland China, New Zealand, Nigeria, South Africa, Spain, Sweden, Taiwan, Turkey, and the United States. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation. This baseline data will simultaneously provide information on what, if anything, students learn about inquiry in elementary school, as well as their beginning knowledge as they enter secondary school. It is important to note that collecting data from all of the approximately 200 countries globally was not humanly possible, and it was also not possible to collect data from every region of each country. The results overwhelmingly show that students around the world at the beginning of grade seven have very little understandings about scientific inquiry. Some countries do show reasonable understandings in certain aspects but the overall picture of understandings of scientific inquiry is not what is hoped for after completing 6 years of elementary education in any country.",
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Lederman, J, Lederman, N, Bartels, S, Jimenez, J, Akubo, M, Aly, S, Bao, C, Blanquet, E, Blonder, R, Bologna Soares de Andrade, M, Buntting, C, Cakir, M, EL-Deghaidy, H, ElZorkani, A, Gaigher, E, Guo, S, Hakanen, A, Hamed Al-Lal, S, Han-Tosunoglu, C, Hattingh, A, Hume, A, Irez, S, Kay, G, Kivilcan Dogan, O, Kremer, K, Kuo, PC, Lavonen, J, Lin, S-F, Liu, C, Liu, E, Liu, SY, Lv, B, Mamlok-Naaman, R, McDonald, C, Neumann, I, Pan, Y, Picholle, E, Rivero García, A, Rundgren, CJ, Santibáñez-Gómez, D, Saunders, K, Schwartz, R, Voitle, F, von Gyllenpalm, J, Wei, F, Wishart, J, Wu, Z, Xiao, H, Yalaki, Y & Zhou, Q 2019, 'An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry: Establishing a baseline', Journal of Research in Science Teaching, vol. 56, no. 4, pp. 486-515. https://doi.org/10.1002/tea.21512

An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry : Establishing a baseline. / Lederman, Judith; Lederman, Norman; Bartels, Selina; Jimenez, Juan; Akubo, Mark; Aly, Shereen; Bao, Chengcheng; Blanquet, Estelle; Blonder, Ron; Bologna Soares de Andrade, Mariana; Buntting, Catherine; Cakir, Mustafa; EL-Deghaidy, Heba; ElZorkani, Ahmed; Gaigher, Estelle; Guo, Shuchen; Hakanen, Arvi; Hamed Al-Lal, Soraya; Han-Tosunoglu, Cigdem; Hattingh, Annemarie; Hume, Anne; Irez, Serhat; Kay, Gillian; Kivilcan Dogan, Ozgur; Kremer, Kerstin; Kuo, Pi Chu; Lavonen, Jari; Lin, Shu-Fen; Liu, Cheng; Liu, Enshan; Liu, Shiang Yao; Lv, Bin; Mamlok-Naaman, Rachel; McDonald, Christine; Neumann, Irene; Pan, Yaozhen; Picholle, Eric; Rivero García, Ana; Rundgren, Carl Johan; Santibáñez-Gómez, David; Saunders, Kathy; Schwartz, Renee; Voitle, Frauke; von Gyllenpalm, Jakob; Wei, Fangbing; Wishart, Jocelyn; Wu, Zhifeng; Xiao, Huang; Yalaki, Yalcin; Zhou, Qiaoxue.

In: Journal of Research in Science Teaching, Vol. 56, No. 4, 01.04.2019, p. 486-515.

Research output: Contribution to journalArticle

TY - JOUR

T1 - An international collaborative investigation of beginning seventh grade students' understandings of scientific inquiry

T2 - Establishing a baseline

AU - Lederman, Judith

AU - Lederman, Norman

AU - Bartels, Selina

AU - Jimenez, Juan

AU - Akubo, Mark

AU - Aly, Shereen

AU - Bao, Chengcheng

AU - Blanquet, Estelle

AU - Blonder, Ron

AU - Bologna Soares de Andrade, Mariana

AU - Buntting, Catherine

AU - Cakir, Mustafa

AU - EL-Deghaidy, Heba

AU - ElZorkani, Ahmed

AU - Gaigher, Estelle

AU - Guo, Shuchen

AU - Hakanen, Arvi

AU - Hamed Al-Lal, Soraya

AU - Han-Tosunoglu, Cigdem

AU - Hattingh, Annemarie

AU - Hume, Anne

AU - Irez, Serhat

AU - Kay, Gillian

AU - Kivilcan Dogan, Ozgur

AU - Kremer, Kerstin

AU - Kuo, Pi Chu

AU - Lavonen, Jari

AU - Lin, Shu-Fen

AU - Liu, Cheng

AU - Liu, Enshan

AU - Liu, Shiang Yao

AU - Lv, Bin

AU - Mamlok-Naaman, Rachel

AU - McDonald, Christine

AU - Neumann, Irene

AU - Pan, Yaozhen

AU - Picholle, Eric

AU - Rivero García, Ana

AU - Rundgren, Carl Johan

AU - Santibáñez-Gómez, David

AU - Saunders, Kathy

AU - Schwartz, Renee

AU - Voitle, Frauke

AU - von Gyllenpalm, Jakob

AU - Wei, Fangbing

AU - Wishart, Jocelyn

AU - Wu, Zhifeng

AU - Xiao, Huang

AU - Yalaki, Yalcin

AU - Zhou, Qiaoxue

PY - 2019/4/1

Y1 - 2019/4/1

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