Възгледи на български гимназисти за същността на науката и научното изследване
Bulgarian High-School Students’ Views on the Nature of Science and Scientific Inquiry
Author(s): Veska Noncheva, Zlatka Garova, Yordanka DimovaSubject(s): Social Sciences, Education, Sociology, School education, Vocational Education, Educational Psychology, State/Government and Education, Applied Sociology, Social development, Social differentiation, Demography and human biology, Social Informatics, Sociology of the arts, business, education, Social Norms / Social Control, Inclusive Education / Inclusion, Sociology of Education, Identity of Collectives
Published by: Национално издателство за образование и наука „Аз-буки“
Keywords: nature of science; scientific inquiry; correspondence analysis
Summary/Abstract: This article presents the results of a diagnostic survey conducted in the academic school year 2016/2017, involving 937 students from non-specialized schools (secondary schools, language and maths high schools, vocational high schools) in 7 districts in Bulgaria. The survey was aimed at providing an overall picture of important aspects of scientific literacy as seen by Bulgarian high-school students. The survey tool was a modified version (Clough et al., 2010; Moss, 2012) of the SUSSI questionnaire – Student Understanding of Science and Scientific Inquiry (Liang et al., 2006), translated into Bulgarian. The quantitative analysis of the data gathered through multiple choice questions shows that 59% of the students involved in the survey had an undefined view, 37% – a forming view to an informed view, 3% – an informed view, and only 1% – a forming view to a naïve view. Students’ views dependencies on their cognitive outcomes, gender and the type of school they attend are highlighted through a correspondence analysis.
Journal: Химия. Природните науки в образованието
- Issue Year: 27/2018
- Issue No: 1
- Page Range: 26-36
- Page Count: 11
- Language: Bulgarian
- Content File-PDF
