International study of seventh grade students' understandings of scientific inquiry : the cases of Israel and South Africa
Mamlok-Naaman, Rachel (Weizmann Institute of Science (Israel). Department of Science Teaching)
Gaigher, Estelle (University of Pretoria (South Africa). Department of Science, Mathematics and Technology Education)
Hattingh, Anne-marie (University of Cape Town (South Africa))
Kay, Gillian (University of Cape Town (South Africa))
Blonder, Ron (Weizmann Institute of Science (Israel). Department of Science Teaching)

Date:	2017
Abstract:	Although understanding of scientific inquiry (SI) is included in science education reform documents around the world, virtually nothing is known about middle school students' understandings of scientific inquiry. This is partially due to the lack of any valid assessment tool. However, a valid and reliable assessment has recently been developed and published. The Views About Scientific Inquiry [VASI]) (Lederman et. al. , 2014). The purpose of this international project was to acquire the first baseline data on what middle school students know. In many countries, science is not formally taught until middle school, which is the rationale for choosing seventh grade students for this investigation.
Rights:	Aquest document està subjecte a una llicència d'ús Creative Commons. Es permet la reproducció total o parcial, la distribució, la comunicació pública de l'obra i la creació d'obres derivades, fins i tot amb finalitats comercials, sempre i quan es reconegui l'autoria de l'obra original.
Language:	Anglès
Document:	Article ; recerca ; Versió publicada
Subject:	Scientific inquiry ; Assessment ; Knowledge of inquiry
Published in:	Enseñanza de las ciencias, Núm. Extra (2017) , p. 3581-3586, ISSN 2174-6486

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