Digital Research Skills: Application in Secondary Science Reports

Abstract

Digital Research Skills (DRS) are a subset of digital skills that are essential for performing and communicating research in science. This study focuses on the current level of DRS as evidenced by 12th grade pre-university science students in their science project reports (SPRs). 88 SPRs in the fields of the physical sciences were collected. A rubric was constructed using a bottom-up method and served as a coding scheme to systematically assess the levels of DRS demonstrated in students’ SPRs. To ensure validity, the rubric was reviewed by two experts, and inter-rater reliability was assessed. The results demonstrate students’ difficulties in digitally analysing, transforming and visualizing content/data, as well as in writing a research paper using digital tools. Examples are problems with the proper construction of graphs and formulas to an extent that they might confuse the content of the report. The level of DRS as evidenced in students’ reports is generally found wanting. Key deficiencies include inadequate referencing, inadequate figures, and a lack of proficiency in data handling and analysis. The observed deficiencies in DRS in science project reports can lead to significant confusion. We therefore advocate increased attention to DRS in secondary education.