Students’ performance in the scientific skills during secondary education

Gabriel Enrique Ayuso Fernández; Luisa López-Banet; Alicia Ruiz-Vidal

doi:10.29333/ejmste/12444

Full Text (PDF)

Gabriel Enrique Ayuso Fernández ¹ ^* , Luisa López-Banet ¹ , Alicia Ruiz-Vidal ¹

More Detail

¹ Department of Didactics of Experimental Sciences, University of Murcia, Murcia, SPAIN^* Corresponding Author

Abstract

One of the goals of secondary science education is to help students develop skills related to scientific inquiry. However, the results of previous studies have shown that students have difficulties in identifying problems, formulating hypotheses, drawing conclusions, and designing experiments. The main objective of this contribution is to indicate the situation in the southeast of Spain in this regard, comparing progress throughout secondary education. Four instruments were designed based on specific problematic situations in biology that were solved by 260 students from three different educational levels (12, 14, and 16 years old). The results show that high school students learn very little in terms of the development of the aforementioned skills and have difficulty understanding their meaning in the science texts used in the classroom. In this paper, some of the reasons that could explain this situation are analyzed and suggestions are made as to how the teaching of the desired skills could be improved.

Keywords

experimental design
hypotheses
problem identification
scientific skills
secondary school

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2165

https://doi.org/10.29333/ejmste/12444

Publication date: 09 Sep 2022

Article Views: 1737

Article Downloads: 1281

Open Access References How to cite this article

References

Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969. https://doi.org/10.1080/09500690701749305
Borgerding, L. A., & Raven, S. (2018). Children’s ideas about fossils and foundational concepts related to fossils. Science Education, 102(2), 414-439. https://doi.org/10.1002/sce.21331
Charney, J., Hmelo-Silver, C. E., Sofer, W., Neigeborn, L., Coletta, S., & Nemeroff, M. (2007). Cognitive apprenticeship in science through immersionin laboratory practices. International Journal of Science Education, 29(2), 195-213. https://doi.org/10.1080/09500690600560985
Cheung, D. (2018). The key factors affecting students’ individual interest in school science lessons. International Journal of Science Education, 40(1), 1-23. https://doi.org/10.1080/09500693.2017.1362711
Cordón, R. (2009). Enseñanza y aprendizaje de procedimientos científicos (contenidos procedimentales) en la educación secundaria obligatoria: Análisis de la situación, dificultades y perspectivas [Teaching and learning scientific procedures (procedural contents) in compulsory secondary education: Analysis of the situation, difficulties and perspectives] [Doctoral dissertation, University of Murcia].
Crujeiras, B., & Jiménez-Aleixandre, M. P. (2017). High school students’ engagement in planning investigations: findings from a longitudinal study in Spain. Chemistry Education Research and Practice, 18(1), 99-112. https://doi.org/10.1039/C6RP00185H
D’Costa, A., & Schlueter, M. (2013). Scaffolded instruction improves student understanding of the scientific method and experimental design. The American Biology Teacher, 75, 18-28. https://doi.org/10.1525/abt.2013.75.1.6
Dauer, J. M., Lute, M., & Straka, O. (2017). Indicators of informal and formal decision-making about a socioscientific issue. International Journal of Education in Mathematics, Science and Technology, 5(2), 124-138. https://doi.org/10.18404/ijemst.05787
Dori, Y. J., Avargil, S., Kohen, Z., & Saar, L. (2018). Context-based learning and metacognitive prompts for enhancing scientific text comprehension. International Journal of Science Education, 40(10), 1198-1220. https://doi.org/10.1080/09500693.2018.1470351
Ferreira, S., & Morais, A. M. (2018). Practical work in science education: Study of different contexts of pedagogic practice. Research in Science Education, 50, 1547-1574. https://doi.org/10.1007/s11165-018-9743-6
Ferrés, C. (2017). El reto de plantear preguntas científicas investigables [The challenge of posing researchable scientific questions]. Revista Eureka Sobre Enseñanza y Divulgación de Las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 14(2), 410-426. https://doi.org/10.25267/rev_eureka_ensen_divulg_cienc.2017.v14.i2.09
Ferrés, C., Marbà, A., & Sanmartí, N. (2015). Trabajos de indagación de los alumnos: Instrumentos de evaluación e identificación de dificultades. [Students’ inquiry works: Assessment tools and identification of difficulties]. Revista Eureka sobre Enseñanza y Divulgación de las Ciencias [Eureka Magazine on Teaching and Dissemination of Sciences], 12(1), 22-37. https://doi.org/10.25267/Rev_Eureka_ensen_divulg_cienc.2015.v12.i1.03
Franco-Mariscal, A. J. (2015). Competencias científicas en la enseñanza y el aprendizaje por investigación. Un estudio de caso sobre corrosión de metales en secundaria [Scientific competences in teaching and learning through research. A case study about the corrosion of metals in secondary education]. Enseñanza de las Ciencias [Science Education], 33(2), 231-252. https://doi.org/10.5565/rev/ensciencias.1645
Friedler, Y., & Tamir, P. (1990). Basic concepts in scientific research. Hebrew University.
Furtak, E. M., Seidel, T., Iverson, H., & Briggs, D. C. (2012). Experimental and quasi-experimental studies of inquiry-based science teaching: A meta-analysis. Review of Educational Research, 82(3), 300-329. https://doi.org/10.3102/0034654312457206
Germann, P. J., & Aram, R. J. (1996). Student performances on the science processes of recording data, analyzing data, drawing conclusions, and providing evidence. Journal of Research in Science Teaching, 33(7), 773-798. https://doi.org/10.1002/(SICI)1098-2736(199609)33:7<773::AID-TEA5>3.0.CO;2-K
Gomes, A. D. T., Borges, A. T., & Justi, R. (2008). Students’ performance in investigative activity and their understanding of activity aims. International Journal of Science Education, 30(1), 109-135. https://doi.org/10.1080/09500690701697520.
Grunwald, S., & Hartman, A. (2010). A case-based approach improves science students’ experimental variable identification skills. Journal of College Science Teaching, 39(3), 28-33.
Hodson, D. (1994). Hacia un enfoque más crítico del trabajo de laboratorio [Towards a more critical approach to laboratory work]. Enseñanza de las Ciencias [Science Education], 12(3), 299-313. https://doi.org/10.5565/rev/ensciencias.4417
Jaber, L. Z, & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189-220. https://doi.org/10.1002/sce.21202
Jiménez-Aleixandre, M. P. (1998). Diseño curricular: Indagación y razonamiento con el lenguaje de las ciencias [Curricular design: Inquiry and reasoning with the language of science]. Enseñanza de las Ciencias [Science Education], 16(2), 203-216. https://doi.org/10.5565/rev/ensciencias.4126
Kuhn, D., Sin Arvidsson, T., Lesperance, R., & Corprew, R. (2017). Can engaging in science practices promote deep understanding of them? Science Education, 101(2), 232-250. https://doi.org/10.1002/sce.21263
Levrini, O., Tasquier, G., Branchetti, L., & Barelli, E. (2019). Developing future-scaffolding skills through science education. International Journal of Science Education, 41(18), 2647-2674. https://doi.org/10.1080/09500693.2019.1693080
MEFP. (2022). Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria Obligatoria [Ministry of Education and Vocational Training (2022), Royal Decree 217/2022, of March 29, which establishes the organization and minimum teachings of Compulsory Secondary Education]. Boletín Oficial del Estado [State official Newsletter], 76, 41571-41789.
Mkimbili, S. T., & Ødegaard, M. (2019). Student motivation in science subjects in Tanzania, including students’ voices. Research in Science Education, 49(6), 1835-1859. https://doi.org/10.1007/s11165-017-9677-4
OECD. (2007). PISA 2006. Volume 2: Data /Données. https://doi.org/10.1787/9789264040014-en
OECD. (2016). PISA 2015. Key results. https://www.oecd.org/pisa/pisa-2015-results-in-focus-ESP.pdf
Oh, P. S. (2010). How can teachers help students formulate scientific hypotheses? Some strategies found in abductive inquiry activities of earth science. International Journal of Science Education, 32(4), 541-560. https://doi.org/10.1080/09500690903104457
Oliveras, B., Márquez, C., & Sanmartí, N. (2013). The use of newspaper articles as a tool to develop critical thinking in science classes. International Journal of Science Education, 35(6), 885-905. https://doi.org/10.1080/09500693.2011.586736
Rönnebeck, S., Bernholt, S., & Ropohl M. (2016). Searching for a common ground–A literature review of empirical research on scientific inquiry activities. Studies in Science Education, 52(2), 161-197. https://doi.org/10.1080/03057267.2016.1206351
Sheldrake, R. (2018). Changes in children’s science-related career aspirations from age 11 to age 14. Research in Science Education, 50, 1435-1464. https://doi.org/10.1007/s11165-018-9739-2
Spektor-Levy, O., Bat-Sheva, E., & Scherz, Z., (2009). Teaching scientific communication skills in science studies: Does it make a difference? International Journal of Science and Mathematics Education, 7(5), 875-903. https://doi.org/10.1007/s10763-009-9150-6
Stuckey, M., Hofstein, A., Mamlok-Naaman, R., & Eilks, I. (2013). The meaning of ‘relevance’ in science education and its implications for the science curriculum. Studies in Science Education, 49(1), 1-34. https://doi.org/10.1080/03057267.2013.802463
Toh, K. A., & Woolnough, B. E. (1993). Middle school student’s achievement in laboratory investigations: explicit versus tacit knowledge. Journal of Research in Science Teaching, 30(5), 445-457. https://doi.org/10.1002/tea.3660300504
Vorholzer, A., von Aufschnaiter, C., & Boone, W. J. (2020). Fostering upper secondary students’ ability to engage in practices of scientific investigation: A comparative analysis of an explicit and an implicit instructional approach. Research in Science Education, 50(1), 333-359. https://doi.org/10.1007/s11165-018-9691-1
Vossen, T. E., Henze, I., Rippe, R. C. A., Van Driel, J. H., & De Vries, M. J. (2018). Attitudes of secondary school students towards doing research and design activities. International Journal of Science Education, 40(13), 1629-1652. https://doi.org/10.1080/09500693.2018.1494395
Wei, C. A., Burnside, W. R., & Che-Castaldo, J. P. (2015). Teaching socio-environmental synthesis with the case studies approach. Journal of Environmental Studies and Sciences, 5(1), 42-49. https://doi.org/10.1007/s13412-014-0204-x
Windschitl, M., Thompson, J., & Braaten, M. (2008). Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations. Science Education, 92(5), 941-967. https://doi.org/10.1002/sce.20259
Zohar, A. (1998). Result or conclusion? Student’s differentiation between experimental results and conclusions. Journal of Biological Education, 32(1), 53-59. https://doi.org/10.1080/00219266.1998.9655594
Zowada, C., Frerichs, N., Zuin, V. G., & Eilks, I. (2020). Developing a lesson plan on conventional and green pesticides in chemistry education-a project of participatory action research. Chemistry Education Research and Practice, 21(1), 141-153. https://doi.org/10.1039/C9RP00128J

How to cite this article

APA

Ayuso Fernández, G. E., López-Banet, L., & Ruiz-Vidal, A. (2022). Students’ performance in the scientific skills during secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2165. https://doi.org/10.29333/ejmste/12444

Vancouver

Ayuso Fernández GE, López-Banet L, Ruiz-Vidal A. Students’ performance in the scientific skills during secondary education. EURASIA J Math Sci Tech Ed. 2022;18(10):em2165. https://doi.org/10.29333/ejmste/12444

AMA

Ayuso Fernández GE, López-Banet L, Ruiz-Vidal A. Students’ performance in the scientific skills during secondary education. EURASIA J Math Sci Tech Ed. 2022;18(10), em2165. https://doi.org/10.29333/ejmste/12444

Chicago

Ayuso Fernández, Gabriel Enrique, Luisa López-Banet, and Alicia Ruiz-Vidal. "Students’ performance in the scientific skills during secondary education". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 10 (2022): em2165. https://doi.org/10.29333/ejmste/12444

Harvard

Ayuso Fernández, G. E., López-Banet, L., and Ruiz-Vidal, A. (2022). Students’ performance in the scientific skills during secondary education. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2165. https://doi.org/10.29333/ejmste/12444

MLA

Ayuso Fernández, Gabriel Enrique et al. "Students’ performance in the scientific skills during secondary education". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 10, 2022, em2165. https://doi.org/10.29333/ejmste/12444