Connecting Science Education with Cultural Heritage: Proceedings of the ESERA 2023 Conference

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.