Excerpt:

>During the seminar entitled ‘Components of Scientific Literacy and Insight into the Steps of Research in History of Physics’, the students learned about the historical aspect of physical theories and discussed the importance of scientific literacy in daily life. After the seminar, they were given two assignments.

>Using the pre-test and the post-test, we assessed and statistically estimated the development of the students’ scientific research skills.

>The pre-test (Appendix A) defined a scientific problem and enabled students to think like a scientist.

>The post-test (Appendix B) was followed by an evaluation of the pre-test results and a comprehensive discussion. The evaluation of the pre-test results served as a starting point for the discussion. I selected some examples of the answers in the pre-test, which we analysed together.

>The comprehensive discussion highlighted important factors of procedural knowledge of scientific research in various cases, covering different areas of the disciplines, both natural and social sciences.

>In the post-test, the students were given the same task, but they were asked to find their own problem and tackle it using the steps they had learned.

> 

>The results of this study suggest that it is not enough to simply conduct an experiment and focus on the content of the experiment.

>In addition to direct experience with experiments, it is also very important to discuss the research process itself, to articulate and justify a single step in the research process in order to increase awareness of the importance of the research procedure.

International Journal of Science Education, 2022. 10.1080/09500693.2022.2105414