Scientific Practices in Science Education Publications: An Analysis of Research Contexts

Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the last decade is relevant. Thus, 4...

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Autores principales:	Sandro Lucas Reis Costa, Fabiele Cristiane Dias Broietti
Formato:	article
Lenguaje:	EN
Publicado:	ICASE 2021
Materias:	international science education nrc scientific practices systematic literature review Theory and practice of education LB5-3640 Science Q
Acceso en línea:	https://doaj.org/article/d61c534e57384c9aab95407d977524cb
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spelling	oai:doaj.org-article:d61c534e57384c9aab95407d977524cb2021-12-02T19:29:37ZScientific Practices in Science Education Publications: An Analysis of Research Contexts 10.33828/sei.v32.i4.12077-2327https://doaj.org/article/d61c534e57384c9aab95407d977524cb2021-12-01T00:00:00Zhttp://www.icaseonline.net/journal/index.php/sei/article/view/344https://doaj.org/toc/2077-2327Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the last decade is relevant. Thus, 44 articles from international journals in Science Education in the last decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: I) To identify in which contexts the authors carried out research involving Scientific Practices and II) To critically discuss the research contexts of Scientific Practices and find research gaps. For this, a systematic literature review was conducted, guided by Bardin's Content Analysis (2011) and the guide to a systematic review by Okoli (2015). Regarding the contexts, six categories were identified: Scientific Practices and teaching proposals (C1); Scientific Practices and distinct theoretical frameworks (C2); Scientific Practices and students (C3); Scientific Practices and assessments (C4); Scientific Practices and teachers (C5); and Scientific Practices and the curriculum (C6). There was a predominant trend to relate Scientific Practices and teaching proposals (38.6%) and Scientific Practices and different theoretical frameworks (22.7%), totaling more than 61% of the analyzed articles. Research gaps have been identified, such as the need for further research on the relationship between Scientific Practices and students (learning) and Scientific Practices and teachers (teaching). Research in this regard can help to clarify: How have students engaged in Scientific Practices? How can teaching be organized to promote Scientific Practices? And what are the relationships between Scientific Practices, school subjects and specific content? The findings of the study revealed that a greater diversity of research contexts is necessary to fully understand the connections between Scientific Practices and the many dimensions involved in Science Education. It was found that there is a need for more research that addresses Scientific Practices as its main focus, considering the importance the concept is given in guiding documents. Sandro Lucas Reis Costa Fabiele Cristiane Dias Broietti ICASEarticleinternational science educationnrcscientific practicessystematic literature reviewTheory and practice of educationLB5-3640ScienceQENScience Education International, Vol 32, Iss 4, Pp 282-291 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	international science education nrc scientific practices systematic literature review Theory and practice of education LB5-3640 Science Q
spellingShingle	international science education nrc scientific practices systematic literature review Theory and practice of education LB5-3640 Science Q Sandro Lucas Reis Costa Fabiele Cristiane Dias Broietti Scientific Practices in Science Education Publications: An Analysis of Research Contexts
description	Scientific Practices play a central role in the Next Generation Science Standards, influencing the standards of more than 70% of students in the United States. Therefore, a view of what has been studied about Scientific Practices in Science Education, globally in the last decade is relevant. Thus, 44 articles from international journals in Science Education in the last decade (2010-2019) were analyzed. This review focuses on the specific research contexts of these articles. The research objectives were: I) To identify in which contexts the authors carried out research involving Scientific Practices and II) To critically discuss the research contexts of Scientific Practices and find research gaps. For this, a systematic literature review was conducted, guided by Bardin's Content Analysis (2011) and the guide to a systematic review by Okoli (2015). Regarding the contexts, six categories were identified: Scientific Practices and teaching proposals (C1); Scientific Practices and distinct theoretical frameworks (C2); Scientific Practices and students (C3); Scientific Practices and assessments (C4); Scientific Practices and teachers (C5); and Scientific Practices and the curriculum (C6). There was a predominant trend to relate Scientific Practices and teaching proposals (38.6%) and Scientific Practices and different theoretical frameworks (22.7%), totaling more than 61% of the analyzed articles. Research gaps have been identified, such as the need for further research on the relationship between Scientific Practices and students (learning) and Scientific Practices and teachers (teaching). Research in this regard can help to clarify: How have students engaged in Scientific Practices? How can teaching be organized to promote Scientific Practices? And what are the relationships between Scientific Practices, school subjects and specific content? The findings of the study revealed that a greater diversity of research contexts is necessary to fully understand the connections between Scientific Practices and the many dimensions involved in Science Education. It was found that there is a need for more research that addresses Scientific Practices as its main focus, considering the importance the concept is given in guiding documents.
format	article
author	Sandro Lucas Reis Costa Fabiele Cristiane Dias Broietti
author_facet	Sandro Lucas Reis Costa Fabiele Cristiane Dias Broietti
author_sort	Sandro Lucas Reis Costa
title	Scientific Practices in Science Education Publications: An Analysis of Research Contexts
title_short	Scientific Practices in Science Education Publications: An Analysis of Research Contexts
title_full	Scientific Practices in Science Education Publications: An Analysis of Research Contexts
title_fullStr	Scientific Practices in Science Education Publications: An Analysis of Research Contexts
title_full_unstemmed	Scientific Practices in Science Education Publications: An Analysis of Research Contexts
title_sort	scientific practices in science education publications: an analysis of research contexts
publisher	ICASE
publishDate	2021
url	https://doaj.org/article/d61c534e57384c9aab95407d977524cb
work_keys_str_mv	AT sandrolucasreiscosta scientificpracticesinscienceeducationpublicationsananalysisofresearchcontexts AT fabielecristianediasbroietti scientificpracticesinscienceeducationpublicationsananalysisofresearchcontexts
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Scientific Practices in Science Education Publications: An Analysis of Research Contexts

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