The Relationship in Biology between the Nature of Science and Scientific Inquiry

Autor/inn/en	Kremer, Kerstin; Specht, Christiane; Urhahne, Detlef; Mayer, Jürgen
Titel	The Relationship in Biology between the Nature of Science and Scientific Inquiry
Quelle	In: Journal of Biological Education, 48 (2014) 1, S.1-8 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9266
DOI	10.1080/00219266.2013.788541
Schlagwörter	Biology; Scientific Principles; Inquiry; Beliefs; Science Process Skills; National Curriculum; Secondary School Students; Skill Analysis; Cognitive Structures; Knowledge Level; Predictor Variables; Correlation; Grade 7; Grade 8; Grade 9; Item Response Theory; Achievement Tests; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Biologie; Belief; Glaube; Sekundarschüler; Cognitive structure; Kognitive Struktur; Wissensbasis; Prädiktor; Korrelation; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Item-Response-Theorie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Ausland; Deutschland
Abstract	Informed understandings of nature of science and scientific inquiry are generally accepted goals of biology education. This article points out central features of scientific inquiry with relation to biology and the nature of science in general terms and focuses on the relationship of students' inquiry skills in biology and their beliefs on the nature of science. The study took place as a part of the German national curriculum project "biology in context." IRT modelling of students' inquiry skills was performed with a sample of 1553 secondary school students. Final analyses on the relation to NOS beliefs were conducted with 218 participants who were in seventh (n = 50), eighth (n = 58) and ninth (n = 110) grades. Students in higher grades showed more advanced inquiry skills in biology and more sophisticated NOS beliefs. Different dimensions of inquiry skills and NOS beliefs correlated positively on a moderate level. Besides science experience and prior achievement, NOS beliefs contributed to the formation of biological inquiry skills. The findings are discussed with respect to implications for teaching and student assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10