International collaborative follow - up investigation of graduating high school students’ understandings of the nature of scientific inquiry: is progress Being made?

Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students for the high school sample) was to collect data on what exiting high school students have learned about NOSI. Additionally, the study investigated changes in 12th grade students’ NOSI understandings compared to seventh grade (i.e. 20 countries and regions) students’ understandings from a prior investigation [Lederman et al. (2019). An international collaborative investigation of beginning seventh grade students’ understandings of scientific inquiry: Establishing a baseline. Journal of Research in Science Teaching, 56(4), 486–515. https://doi.org/10.1002/tea.21512]. This study documents and discusses graduating high school students’ understandings and compares their understandings to seventh grade students’ understandings of the same aspects of scientific inquiry for each country. It is important to note that collecting data from each of the 130+ countries globally was not feasible. Similarly, it was not possible to collect data from every region of each country. A concerted effort was made, however, to provide a relatively representative picture of each country and the world

Opportunities and challenges of China’s inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators

Consistent with international trends, an emergent interest in inquiry-based science teaching and learning in K-12 schools is also occurring in China. This study investigates the possibilities for and the barriers to enactment of inquiry-based science education in Chinese schools. Altogether 220 Chinese science teachers, science teacher educators and researchers (primarily from the field of chemistry education) participated in this study in August 2001. Participants represented 13 cities and provinces in China. We administered two questionnaires, one preceding and one following a 3-hour presentation by a US science educator and researcher about inquiry-based teaching and learning theories and practices. In each of three sites in which the study was conducted (Shanghai, Guangzhou and Beijing), questionnaires were administered, and four representative participants were interviewed. Our coding and analysis of quantifiable questionnaire responses (using a Likert scale), of open-ended responses, and of interview transcripts revealed enthusiastic interest in incorporating inquiry-based teaching and learning approaches in Chinese schools. However, Chinese educators face several challenges: (a) the national college entrance exam needs to align with the goals of inquiry-based teaching; (b) systemic reform needs to happen in order for inquiry-based science to be beneficial to students, including a change in the curriculum, curriculum materials, relevant resources, and teacher professional development; (c) class size needs to be reduced; and (d) an equitable distribution of resources in urban and rural schools needs to occur.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/42933/1/10763_2005_Article_1517.pd

The roles of the formal and informal sectors in the provision of effective science education

For many years, formal school science education has been criticised by students, teachers, parents and employers throughout the world. This article presents an argument that a greater collaboration between the formal and the informal sector could address some of these criticisms. The causes for concern about formal science education are summarised and the major approaches being taken to address them are outlined. The contributions that the informal sector currently makes to science education are identified. It is suggested that the provision of an effective science education entails an enhanced complementarity between the two sectors. Finally, there is a brief discussion of the collaboration and communication still needed if this is to be effective