Views of Nature of Scientific Inquiry of Students in Different High Schools

Analysis of Middle School Students’ Views on Scientific Inquiry in the Context of Science Achievement

“…Many participants had naive views in the dimensions of "questions guide inquiry", "scientific knowledge is justified", and "science is the practice of a scientific community"; unclear views in "scientific inquiry has more than one method" and "data and evidence are not the same"; and informed views in "scientific inquiry has more than one purpose". This result is in agreement with the literature in terms of demonstrating that science teachers and students' views of scientific inquiry are not at a desirable level (Adisendjaja, Rustaman, Redjeki, & Satori, 2017;Anggraeni, Adisendjaja, & Amprasto, 2017;Galano, Alessandro, Luigi, & Italo, 2016;Leblebicioğlu, Çapkınoğlu, Metin, & Schwartz, 2017;Yang, Park, Shin, & Lim, 2017;Şenler, 2015).…”

“…There are studies in the literature that link naive views of scientific research with the tests adopted in the education system (Leblebicioğlu et al, 2017). For this reason, activities performed at preschool, primary school, high school and university levels and questions that are solved in class can be designed in a way to improve students' views on scientific inquiry.…”

“…A review of the literature shows that the measurement instruments proposed to be used in the area of scientific inquiry (Lederman, Lederman, Bartos, Bartels, Meyer, & Schwartz, 2014) and studies conducted on scientific inquiry (Anggraeni, Adisendjaj, & Amprasto, 2017;Galano, Alessandro, Luigi, & Italo, 2016;Leblebicioğlu, Çapkınoğlu, Metin, & Schwartz, 2017;Şenler, 2015;Yang, Park, Shin, & Lim, 2017) are limited in number. In many studies the Views of Scientific Inquiry (VOSI-N) questionnaire developed by Lederman et al (2014) was used usually as the data collection tool to elicit views concerning scientific inquiry.…”

“…In another study that aimed to elicit the scientific inquiry views of high school students in Turkey, the participants had favorable views on the dimensions of "all scientific research starts with a question and does not always test a hypothesis", "there is not a single scientific method that can be followed in all studies", "scientific data and scientific evidence are not the same", and "deductions are made based on the collected data and prior knowledge"; however, their views on "scientists who follow the same procedure may not achieve the same results" and "the inquiry procedure affects the results" were not sufficient. The researchers concluded that the participants had more developed views on the items providing alternative options and suggested that this might be due to their familiarity with tests (Leblebicioğlu et al, 2017). Galano, Alessandro, Luigi and Italo (2016) reported that short-term inquiry-based learning practices were not sufficient to teach the components of scientific inquiry.…”

Fen Bilimleri Öğretmenlerinin Bilimsel Sorgulamanın Doğası Görüşleri

“…2011 ;Bell, Blair, Crawford, & Lederman, 2003;Doğan et al, 2020;Leblebicioğlu et al, 2020;Lederman et al, 2019;Lederman, 2012;Lederman, Bartels, Liu, & Jimenez, 2013;Yang, Park, Shin, & Lim, 2017). In this context, teachers are the most critical actors in the process of adopting scientific inquiry in science lessons and developing students' views on the targeted aspects of NOSI (Bostan-Sarıoğlan, 2018).…”