Judith Lederman
Biographic Data
| ID | 4611113 |
|---|---|
| NAME | Judith Lederman |
| GIVEN NAMES | Judith |
| FAMILY NAME | Lederman |
| SIGNATURE | LEDERMAN J |
| AFFILIATIONS | Illinois Institute of Technology |
| ORCID | 0000-0002-0515-9913 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Investigating students’ awareness of their own and others’ deviations from controlled science experiments
Despite an emphasis on experimentation in science curricula worldwide as part of efforts to improve scientific literacy, students encounter challenges, especially with designing unconfounded experiments as part of the control-of-variables strategy (CVS). Becoming aware of experimental design errors is a potential starting point for learners to enhance their experimental skills. Few studies investigated whether learners can accurately assess exper…
‘She asked very much’ – primary school students’ views about scientific inquiry
This article presents an in-depth analysis of the Swedish data from the international VASI-E (Views about Scientific Inquiry – Elementary) study. The purpose is to contribute to further knowledge on what younger students know about scientific inquiry (SI). Data were collected by using the VASI-E instrument and were administered to 110 students in the 3rd grade. Furthermore, 24 students were interviewed in order to obtain a deepened qualitative un…
Attention science educators, we have a problem
Third and fourth grade students’ conceptions of the nature of scientific inquiry
Understanding the nature of scientific inquiry is considered a critical component of scientific literacy [Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, set, science!: Putting research to work in K-8 classrooms. National Academies Press]. What do elementary students already know about scientific inquiry? Using the VASI-E (Lederman, Lederman, Bartos, Bartels, Antink Meyer, and Schwartz) we surveyed 135 third and fourth grade st…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
What do elementary students know about science, scientists and how they do their work
Scientific literacy is the primary goal of elementary science education. Scientific literacy requires an overall understanding of what science is, and how and why scientific knowledge is developed. The normal assumption is that as students progress in school, they learn more. One would expect students to become more scientifically literate as they progress in school. There is very little empirical evidence, however, suggesting that students becom…
The progression of students’ views about nature of scientific inquiry
While helping students develop informed views about nature of scientific inquiry (VNOSI) has been emphasised in science education, little is known regarding students’ current VNOSI at a certain grade level and whether there was evidence of higher attainment of VNOSI in students in higher grades as compared to lower grades? The purpose of this study was to answer these questions. This study was conducted in China, Hebei province, with a medium lev…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
Investigating the development of secondary students’ views about scientific inquiry
The purposes of this study were to (1) investigate 127 high school students’ views about scientific inquiry at different grade levels, and (2) to describe factors such as the teacher’s views about scientific inquiry, his teaching, and his curriculum that facilitated or constrained students’ views about scientific inquiry. The majority of students held naïve and mixed views for many aspects about scientific inquiry. There were few differences amon…
Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (Vasi) questionnaire
Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K-12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the “doing” of inquiry. We contend that this is partially a function of the typical conflation of scientific inquiry with nature of science (NOS), and is also at…
Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (Vasi) questionnaire
Helping students develop informed views about scientific inquiry (SI) has been and continues to be a goal of K-12 science education, as evidenced in various reform documents. Nevertheless, research focusing on understandings of SI has taken a perceptible backseat to that which focuses on the “doing” of inquiry. We contend that this is partially a function of the typical conflation of scientific inquiry with nature of science (NOS), and is also at…
Investigating the development of secondary students’ views about scientific inquiry
The purposes of this study were to (1) investigate 127 high school students’ views about scientific inquiry at different grade levels, and (2) to describe factors such as the teacher’s views about scientific inquiry, his teaching, and his curriculum that facilitated or constrained students’ views about scientific inquiry. The majority of students held naïve and mixed views for many aspects about scientific inquiry. There were few differences amon…
International collaborative follow-up investigation of graduating high school students’ understandings of the nature of scientific inquiry
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents and including 3917 students f…
What do elementary students know about science, scientists and how they do their work
Scientific literacy is the primary goal of elementary science education. Scientific literacy requires an overall understanding of what science is, and how and why scientific knowledge is developed. The normal assumption is that as students progress in school, they learn more. One would expect students to become more scientifically literate as they progress in school. There is very little empirical evidence, however, suggesting that students becom…
The progression of students’ views about nature of scientific inquiry
While helping students develop informed views about nature of scientific inquiry (VNOSI) has been emphasised in science education, little is known regarding students’ current VNOSI at a certain grade level and whether there was evidence of higher attainment of VNOSI in students in higher grades as compared to lower grades? The purpose of this study was to answer these questions. This study was conducted in China, Hebei province, with a medium lev…
Third and fourth grade students’ conceptions of the nature of scientific inquiry
Understanding the nature of scientific inquiry is considered a critical component of scientific literacy [Michaels, S., Shouse, A. W., & Schweingruber, H. A. (2008). Ready, set, science!: Putting research to work in K-8 classrooms. National Academies Press]. What do elementary students already know about scientific inquiry? Using the VASI-E (Lederman, Lederman, Bartos, Bartels, Antink Meyer, and Schwartz) we surveyed 135 third and fourth grade st…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
‘She asked very much’ – primary school students’ views about scientific inquiry
This article presents an in-depth analysis of the Swedish data from the international VASI-E (Views about Scientific Inquiry – Elementary) study. The purpose is to contribute to further knowledge on what younger students know about scientific inquiry (SI). Data were collected by using the VASI-E instrument and were administered to 110 students in the 3rd grade. Furthermore, 24 students were interviewed in order to obtain a deepened qualitative un…
Attention science educators, we have a problem
Investigating students’ awareness of their own and others’ deviations from controlled science experiments
Despite an emphasis on experimentation in science curricula worldwide as part of efforts to improve scientific literacy, students encounter challenges, especially with designing unconfounded experiments as part of the control-of-variables strategy (CVS). Becoming aware of experimental design errors is a potential starting point for learners to enhance their experimental skills. Few studies investigated whether learners can accurately assess exper…
Science Education and Pedagogy (10 works) · Science education (9 works) · Mathematics education (8 works) · Psychology (8 works) · Educational Strategies and Epistemologies (7 works) · Pedagogy (7 works) · Sociology (6 works) · Education and Critical Thinking Development (5 works) · Scientific Literacy (5 works) · Computer Science (3 works)