Hodnotenie bádateľských zručností žiakov gymnázia

Zuzana Ješková; Stanislav Lukáč; Ľubomír Šnajder; Ján Guniš; Brigita Balogová; Marián Kireš

doi:10.14712/18047106.350

Vol. 7 No. 2 (2016): sciED Research Reports

Assessing Inquiry Skills of High School Students

Zuzana Ješková, ¹ Stanislav Lukáč, Ľubomír Šnajder, Ján Guniš, Brigita Balogová, Marián Kireš,

Prírodovedecká fakulta UPJŠ v Košiciach

DOI: https://doi.org/10.14712/18047106.350

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Ješková, Z., Lukáč, S., Šnajder, Ľ., Guniš, J., Balogová, B., & Kireš, M. (2016). Assessing Inquiry Skills of High School Students. Scientia in Educatione, 7(2), 48-70. https://doi.org/10.14712/18047106.350

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Abstract

Inquiry-based science education (IBSE) has become recently one of the most used terms with regard to innovation of science education. The main goal of IBSE is not only conceptual understanding but also development of students’ skills to conduct inquiry and evaluate gained results. The presented research is aimed at diagnosing the current status of selected inquiry skills’ development of high school students. Based on the existing tests and the inventory of inquiry skills a test of inquiry skills was developed. The test items that intend to assess the level of the skills to design experiment (identify variables and their relationship), transform results into graph, determine relationships, identify possible sources of errors and defend results and form arguments, are situated in the context of mathematics, physics or informatics. The test was taken by 751 students from 1st or 2nd grade classes of several Slovak high schools. The quantitative analysis of test results showed low level of gained score in the whole test (average value of 32.5 %) as well as in particular test items (in the range of 8–50 %, approx.). Detailed qualitative analysis revealed many student diï¬culties that were most signiﬁcant in the ﬁeld of analysis and interpretation skills and skills to defend results and form arguments.

References

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Fuhrman, M. (1978). Development of a laboratory structure and task analysis inventory and an analysis of selected chemistry curricula. Unpublished master’s thesis, University of Iowa. Search in Google Scholar
Gormally, C., Brickman, P., Hallar, B. & Armstrong, N. (2009). Eﬀects of Inquiry-based Learning on Students’ Science Literacy Skills and Conﬁdence. International Journal for the Scholarship of Teaching and Learning, 3(2). Dostupné z http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/16 Search in Google Scholar
Gormally, C., Brickman, P. & Lutz, M. (2012). Developing a Test of Scientiﬁc Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientiﬁc Information and Arguments. CBE – Life Sciences Education, 11(4), 364–377. Search in Google Scholar
Held, Ľ., Žoldošová, K., Orolínová, M., Juricová, I. & Kotuľáková, K. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania (IBSE v slovenskom kontexte) .SAV Bratislava: VEDA. Search in Google Scholar
Kireš, M., Ješková, Z., Ganajová, M. & Kimáková, K. (2016). Bádateľské aktivity v prírodovednom vzdelávaní . Bratislava: Štátny pedagogický ústav. Search in Google Scholar
National Research Council (NRC). (2000). Inquiry and the National Science Education Standards, A Guide for Teaching and Learning, National Academy Press. Dostupné z http://www.nap.edu Search in Google Scholar
Nezvalová, D., Bílek, M. & Hrbáčková, K. (2010). Inovace v přírodovědném vzdělávání, Olomouc: Univerzita Palackého v Olomouci. Search in Google Scholar
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Tamir, P. & Lunetta, V. N. (1981). Inquiry-Related Tasks in High School Science Laboratory. Science Education, 65(5), 477–484. Search in Google Scholar
Van den Berg, E. (2013). The PCK of Laboratory Teaching: Turning Manipulation of Equipment into Manipulation of Ideas. Scientia in educatione, 4(2), 74–92. Search in Google Scholar
Wenning, C. J. (2007). Assessing inquiry skills as a component of scientiﬁc literacy. Journal of Physics Teacher Education, 4(2), 21–24. Dostupné z http://www2.phy.ilstu.edu/pte/publications/assessing ScInq.pdf Search in Google Scholar
Wenning, C. J. (2010). Using inquiry spectrum learning sequences to teach science, Journal of Physics Teacher education online, 5(4), 11–19. Dostupné z http://www.phy.ilstu.edu/jpteo Search in Google Scholar
Wimmer, G. (1993). Štatistické metódy v pedagogike . Hradec Králové: Gaudeamus. Search in Google Scholar

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Evaluation of the Level of Selected Inquiry Skills Among Grammar School StudentsElena Čipková, Dominik Šmida, Katarína PecníkováScience & Education, ISSN 1573-1901, vol. 34, no. 5, p. 3727, year 2025https://doi.org/10.1007/s11191-024-00602-3
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[1] Balogová, B. & Ješková, Z. (2016). Analýza bádateľských aktivít. In D. Krupa & M. Kireš (Eds.), Zborník konferencie Tvorivý učiteľ fyziky VIII. Národný festival fyziky 2015 (14–21). Košice: Slovenská fyzikálna spoločnosť. Search in Google Scholar

[2] Burns, J. C., Okey, J. R. & Wise, K. C. (1985). Development of an integrated process sklil test: TIPS II. Journal of Research in Science Teaching, 22(2), 169–177. Search in Google Scholar

[3] Bybee, R. & McCrae, B. (2009). PISA Science 2006: Implications for Science Teachers and Teaching. Arlington, VA: NSTA press. Search in Google Scholar

[4] Čtrnáctová, H., Cídlová, H., Trnová, E., Bayerová, A. & Kuběnová, G. (2013). Úroveň vybraných chemických dovedností žákú základních škol a gymnázií, Chemické Listy, 107, 897–905. Search in Google Scholar

[5] Fradd, S. H., Lee, O., Sutman, F. X. & Saxton, M. K. (2001). Promoting science literacy with English language learners through instructional materials development: A case study. Billingual Research Journal, 25(4), 417–439. Search in Google Scholar

[6] Fuhrman, M. (1978). Development of a laboratory structure and task analysis inventory and an analysis of selected chemistry curricula. Unpublished master’s thesis, University of Iowa. Search in Google Scholar

[7] Gormally, C., Brickman, P., Hallar, B. & Armstrong, N. (2009). Eﬀects of Inquiry-based Learning on Students’ Science Literacy Skills and Conﬁdence. International Journal for the Scholarship of Teaching and Learning, 3(2). Dostupné z http://digitalcommons.georgiasouthern.edu/ij-sotl/vol3/iss2/16 Search in Google Scholar

[8] Gormally, C., Brickman, P. & Lutz, M. (2012). Developing a Test of Scientiﬁc Literacy Skills (TOSLS): Measuring Undergraduates’ Evaluation of Scientiﬁc Information and Arguments. CBE – Life Sciences Education, 11(4), 364–377. Search in Google Scholar

[9] Held, Ľ., Žoldošová, K., Orolínová, M., Juricová, I. & Kotuľáková, K. (2011). Výskumne ladená koncepcia prírodovedného vzdelávania (IBSE v slovenskom kontexte) .SAV Bratislava: VEDA. Search in Google Scholar

[10] Kireš, M., Ješková, Z., Ganajová, M. & Kimáková, K. (2016). Bádateľské aktivity v prírodovednom vzdelávaní . Bratislava: Štátny pedagogický ústav. Search in Google Scholar

[11] National Research Council (NRC). (2000). Inquiry and the National Science Education Standards, A Guide for Teaching and Learning, National Academy Press. Dostupné z http://www.nap.edu Search in Google Scholar

[12] Nezvalová, D., Bílek, M. & Hrbáčková, K. (2010). Inovace v přírodovědném vzdělávání, Olomouc: Univerzita Palackého v Olomouci. Search in Google Scholar

[13] OECD (2014). PISA 2012 Results: What Students Know and Can Do – Student Performance in Mathematics, Reading and Science. PISA, OECD Publishing. Dostupné z http://dx.doi.org/10.1787/9789264208780-en Open DOI Search in Google Scholar

[14] Papáček, M. (2010). Badatelsky orientované přírodovědné vyučování – cesta pro biologické vzdělávání generací Y, Z a alfa?. Scientia in educatione, 1(1), 33–49. Search in Google Scholar

[15] PISA SK 2003 Národná správa (2003). NÚCEM. Dostupné z http://www.nucem.sk/documents//27/medzinarodne merania/pisa/publikacie a diseminacia/1 narodne spravy/Národná správa PISA 2003.pdf Search in Google Scholar

[16] PISA 2012 Národná správa Slovensko (2012). NÚCEM. Dostupné z http://www.nucem.sk/documents//27/medzinarodne merania/pisa/publikacie a diseminacia/1 narodne spravy/Národná správa PISA 2012.pdf Search in Google Scholar

[17] R Development Core Team (2016). R: A language and environment for statistical Computing. Vienna, Austria: R Foundation for Statistical Computing. Dostupné z http://www.r-project.org/ Search in Google Scholar

[18] Řezníčková, D., Cídlová, H., Čížková, V., Čtrnáctová, H., Čudová, R., Hanus, M., Kubiatko, M., Marada, M., Matějíček, T. & Trnová, E. (2013). Dovednosti žáku ve výuce biologie, geograﬁe a chemie . Nakladatelství P3K: Praha. Search in Google Scholar

[19] Samková, L., Hošpesová, A., Roubíček, F. & Tichá, M. (2015). Badatelsky orientované vyučování matematice. Scientia in educatione, 6(1), 91–122. Search in Google Scholar

[20] Tamir, P. & Lunetta, V. N. (1981). Inquiry-Related Tasks in High School Science Laboratory. Science Education, 65(5), 477–484. Search in Google Scholar

[21] Van den Berg, E. (2013). The PCK of Laboratory Teaching: Turning Manipulation of Equipment into Manipulation of Ideas. Scientia in educatione, 4(2), 74–92. Search in Google Scholar

[22] Wenning, C. J. (2007). Assessing inquiry skills as a component of scientiﬁc literacy. Journal of Physics Teacher Education, 4(2), 21–24. Dostupné z http://www2.phy.ilstu.edu/pte/publications/assessing ScInq.pdf Search in Google Scholar

[23] Wenning, C. J. (2010). Using inquiry spectrum learning sequences to teach science, Journal of Physics Teacher education online, 5(4), 11–19. Dostupné z http://www.phy.ilstu.edu/jpteo Search in Google Scholar

[24] Wimmer, G. (1993). Štatistické metódy v pedagogike . Hradec Králové: Gaudeamus. Search in Google Scholar

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