Abstract
This study focuses on the perceived gap between the required and actual level of digital research skills (DRS) of students entering tertiary science education. A framework of DRS, incorporating seven categories, is evaluated using an explanatory qualitative study employing semi-structured interviews with university teachers (N = 15). The level of DRS at the start of university science education and university teachers’ perceptions of first-year students’ level of DRS have been investigated. The results show that the skills of writing a research paper using digital tools, using proper resources, and analyzing, transforming, and visualizing data were generally found to be wanting.
Original language | English |
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Title of host publication | ESERA |
Subtitle of host publication | The 15th Conference of the European Science Education Research Association (ESERA) |
Publisher | ESERA |
Chapter | 18 |
Pages | 518-522 |
Number of pages | 5 |
ISBN (Electronic) | 978-625-393-909-0 |
ISBN (Print) | 978-625-393-909-0 |
Publication status | Published - Sept 2024 |