Impact of initiatives to implement science inquiry: a comparative study of the Turkish, Israeli, Swedish and Czech science education systems

Heinz, Jana; Enghag, Margareta; Stuchlíková, Iva; Çakmakçı, Gültekin; Peleg, Ran; Baram‐Tsabari, Ayelet

doi:10.1007/s11422-015-9704-6

Cited by 7 publications

(5 citation statements)

References 38 publications

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“…Situating this study in one country, we were able to examine the use of data in everyday scientific reasoning, across socioeconomic backgrounds, in a setting where people were exposed to a shared media landscape and shared interest in consequential functional questions. Although limited to one country, broader applicability of our findings is supported by studies that suggest similar science education backgrounds between countries based on shared curricular components such as NGSS-based science-inquiry practices (Chiu et al, 2019;Heinz et al, 2017;Lederman et al, 2021). Further support suggesting that findings can be extended to other countries stems from the comparable results of the control question drawn from the PEW's American laypersons' knowledge survey results (Kennedy & Hefferon, 2019) that we included in our survey.…”

Section: Limitationssupporting

confidence: 65%

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Tabak

Dubovi

2023

Science Education

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Is public engagement with science deliberative and evidence‐based? The public is often perceived as underprepared to use data and susceptible to partisan and emotional manipulation. Consequently, educational efforts focus on the ability to identify reliable information. We posit that effective engagement with science goes beyond this and hinges on data literacy. We leveraged the unique circumstances of COVID‐19, where diverse people inundated with pandemic‐related data representations in the media needed to make consequential decisions, to examine whether people use data and what factors affect such use. In a survey of a representative Israeli adult sample, participants reported their information habits and beliefs before and during COVID‐19. On being presented with graphs and datasets, they answered data literacy and COVID‐19‐related functional reasoning assessments (e.g., would you travel abroad?). Data literacy distinguished those who incorporated data from those who did not. Yet, participants incorporated moral, social, and economic considerations at all data literacy levels, suggesting that people may be deliberative even when they do not attend to quantified data. Moreover, participants' trust in science and data interpretation competence were key factors mediating the relationship between self‐efficacy in data interpretation skills and the incorporation of data in reasoning. The findings extend beyond COVID‐19 to a broader understanding of the factors influencing public engagement with quantitative representations. Rather than focusing solely on remediating data interpretation, we suggest that educative efforts work on multiple fronts and that cultivating trust in science is key to a broader, more deliberative engagement with science.

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Section: Limitationssupporting

confidence: 65%

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Tabak

Dubovi

2023

Science Education

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“…Zovšeobecnením ostáva, že niektoré miskoncepcie nie sú úplne odstrániteľné a súvisia s vývinom (Gokdere & Calik, 2010;Othman et al, 2008), preto je náročné zhodnotiť, či je "pravda na strane Piageta alebo Vygotského, nakoľko obe teórie možno aplikovať na interpretáciu našich dát (Abraham et al, 1992). Najčastejšou prekážkou k bádateľsky, výskumne orientovanému vzdelávaniu je jeho odlišnosť od (našej) skúsenosti a tradičnej kultúry triedy, a je mimo skúseností učiteľov a žiakov (Donnelly et al, 2014;Heinz et al, 2016). Bez zmeny v kultúrnom zakotvení vzdelávania jednotlivca (žiaka, avšak i učiteľa) je náročné zmeny vo vzdelávaní implementovať.…”

Section: Diskusiaunclassified

Monitorovanie kognitívneho vývinu vo vzdelávacom programe ExpEdícia: Môže kognitívny vývin odrážať vplyv vzdelávacieho prostredia?

Koperová

Held²

2023

sciED

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Inovatívny pohľad na vzdelávanie v oblasti prírodných vied predstavuje vzdelávací program ExpEdícia – skús, skúmaj, spoznaj. Ponúka možnosť vyučovať prírodovedné predmety cez systematicky aplikované prvky IBSE, priestor na vzdelávanie učiteľov a prípravu vhodných učebných a metodických materiálov. Cieľom príspevku je priniesť pohľad na monitorovanie kognitívneho vývinu žiakov dlhodobo sa učiacich vo vzdelávacom programe a zároveň ich porovnanie so žiakmi učiacimi sa tradičným spôsobom, dominante výkladom. V triedach bol aplikovaný test Inventory of Piaget’s Developmental Tasks (IPDT), ktorým sa sledovala dosiahnutá kognitívna úroveň žiaka, a bipolárna výroková škála (BSS), ktorou sa sledovala schopnosť uchopiť abstraktný obsah. Výsledky poukazujú na rozdiel medzi žiakmi ZŠ vo veku 14–15 rokov učiacich sa tradične (12 škôl, 14 tried, 287 žiakov) a učiacich sa ExpEdíciou (2 školy, 4 triedy, 83 žiakov) vo všetkých sledovaných parametroch (IPDT o 10 bodov, miskoncepcie o 2). Vzhľadom na to, že výsledky žiakov zapojených v programe sa javia výrazne lepšie než u tradičných žiakov možno predpokladať, že vzdelávacie prostredie, ktoré sa pre žiakov v rámci programu tvorí, má pozitívny vplyv na dosiahnutie ich výsledkov.

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“…The changes in science teaching both in Europe and the whole world are undoubtedly connected with the introduction of open inquiry methods in the education process (Rocard Report 2007, Dunne et al 2013, Rundgren 2016, Uum van Martina et al 2016, Heinz et al 2017. However, the popularisation of the IBSE strategy is not always reflected in updates of teacher training courses at universities.…”

Section: Issues From Chapters Related To the Place Of The Earth In Thmentioning

confidence: 99%

“…These courses are to prepare for teaching sciences, including geography. Not only state organisations but also private institutions play a role in making IBSE popular among teachers (Heinz et al 2017). Teachers do not need recipes on how to implement IBSE activities but flexible resources (Balzano 2016).…”

Section: Issues From Chapters Related To the Place Of The Earth In Thmentioning

confidence: 99%

Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school

Sypniewski

2019

Miscellanea Geographica

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Inquiry based science education has been more and more popular strategy in teaching sciences in recent years. Transregional pressure put by international, standardized knowledge and skills tests (e.g. PISA) to converge curricula (Rundgren 2015) of different European states paradoxically helps to promote the open inquiry method which involves the student in the teaching process. Earlier research done in many countries such as Turkey, Israel, Sweden, The Czech Republic (Heinz et al. 2017), Ireland (Dunne et al. 2013) or The Netherlands (Uum van Martina et al. 2016) shows the increase of interest in IBSE both in Europe and in the world. Teaching geography in Polish primary schools follows international educational trends. This study analyses several proposals of educational activities connected with Space which support geography teaching. All of them are conducted with using open inquiry method, which is recommended in New National Curriculum of geography (Core Curriculum, 2017, Geography-classes V-VIII).

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Impact of initiatives to implement science inquiry: a comparative study of the Turkish, Israeli, Swedish and Czech science education systems

Cited by 7 publications

References 38 publications

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

What drives the public's use of data? The mediating role of trust in science and data literacy in functional scientific reasoning concerning COVID‐19

Monitorovanie kognitívneho vývinu vo vzdelávacom programe ExpEdícia: Môže kognitívny vývin odrážať vplyv vzdelávacieho prostredia?

Where the geographical expanse ends – Space education in primary school. Implementation of inquiry based science education (IBSE) in geography lessons in Polish school

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