What do elementary students know about science, scientists and how they do their work?

Bartels, Selina; Lederman, Judith S.

doi:10.1080/09500693.2022.2050487

Cited by 9 publications

(10 citation statements)

References 26 publications

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“…Bartels and Lederman (2022) showed in their research that students' understanding of science, scientists, and how scientists work did not change from the first grade to the fifth grade. The findings of Bartels and Lederman (2022) are a tragic indicator that students fail to make progress in terms of scientific literacy at early grades. Science teaching, which is recommended from kindergarten onward, should focus not only on science content but also on applications and understanding what science is as a body of knowledge (NRC, 2013).…”

Section: Problem Statementmentioning

confidence: 95%

“…Although it is emphasized in international documents that the foundation of scientific literacy should be established from kindergarten, more importance is given to reading and mathematics in early grades (Aydemir et al, 2017;Bartels & Lederman, 2022). Allocating more time to reading and mathematics in early classes causes science education to remain in the background in these classes.…”

Section: Problem Statementmentioning

confidence: 99%

“…Unfortunately, students continue to graduate from high school without science literacy skills due to the lack of time for science teaching in early grades (Roberts & Bybee, 2014). Bartels and Lederman (2022) showed in their research that students' understanding of science, scientists, and how scientists work did not change from the first grade to the fifth grade. The findings of Bartels and Lederman (2022) are a tragic indicator that students fail to make progress in terms of scientific literacy at early grades.…”

Section: Problem Statementmentioning

confidence: 99%

“…Science teaching, which is recommended from kindergarten onward, should focus not only on science content but also on applications and understanding what science is as a body of knowledge (NRC, 2013). The teaching of NOSI usually begins in middle school, but recent studies have revealed that early graders (kindergarten to K5) also have the capacity to understand some features of scientific inquiry, so it should be started at the earliest age possible (Bartels & Lederman, 2022;Lederman et al, 2019;Tytler & Peterson, 2003). The findings of the limited number of studies conducted with younger children show that these children's views on NOSI are limited (Bartels & Lederman, 2022;Lederman, 2012;Lederman & Bartels, 2018;Lederman et al, 2013;Lederman & Lederman, 2004;Penn et al, 2021).…”

Section: Problem Statementmentioning

confidence: 99%

“…Although scientific literacy includes understanding the content of science, it is much more than that. Students must have an understanding of science subjects as well as the nature of science (NOS) and the nature of scientific inquiry (NOSI) to be scientifically literate (Bartels & Lederman, 2022). As the main component of science literacy, scientific inquiry involves traditional science processes, which refers to combining these processes with scientific knowledge, scientific reasoning, and critical thinking to develop scientific knowledge .…”

Section: Introductionmentioning

confidence: 99%

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Learning through teaching: Teaching the nature of scientific inquiry in online outdoor learning environments

Kartal

Mesci

2022

International Journal of Assessment Tools in Education

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This study aims to examine the developments of 50 pre-service teachers' NOSI views during a 14-week implementation in the online outdoor learning environment. This is an experimental study that examines each participant's views and changes about NOSI using an open-ended questionnaire (VASI), and follow-up interviews. The data were analyzed by using content analysis. Almost all participants positively improved their views through the explicit/reflective approach and teachers' own experiences by practicing. In this study, the views of pre-service teachers developed more clearly after preparing lesson plans and their teaching practices. This is an indication that NOSI teaching, which does not provide the experience of conveying their learning outcomes to their practices to the participants is limited on its own and that the importance of “learning through teaching” in teachers' in-service and pre-service training on this subject should not be overlooked. Online teacher education in outdoor learning environments might be used in the development of NOSI views of pre-service teachers. We think that it is important to investigate the effect of this training on teacher education. These types of training might create a more economical and sustainable alternative for the development of NOSI views of wider groups of pre-service and in-service teachers.

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Section: Problem Statementmentioning

confidence: 95%

Section: Problem Statementmentioning

confidence: 99%