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Science competence and the competencies elementary students are expected to develop are defined, with attention to learners’ attitudes toward science and their role in the competence construct. Using a knowledge test and a questionnaire, the research measures content and procedural knowledge as well as attitudes. Results indicate procedural knowledge is the least developed and that attitude components significantly affect overall test achievement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/fifth-grade-students-science-competencies-an-opportunity-to-rethink-further-education-for-science-competence/598485/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/fifth-grade-students-science-competencies-an-opportunity-to-rethink-further-education-for-science-competence/598485.png","ImageObject",300,407,{"name":92,"@type":93},"A glass of water","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-04","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which science content areas were examined for the fifth-grade students?","Question",{"text":112,"@type":113},"The study focuses on chemistry-related concepts, including aqueous solutions, states of matter, and nutrition.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were science competencies and attitudes measured in the study?",{"text":117,"@type":113},"A knowledge test measured content and procedural knowledge, while a questionnaire measured students’ attitudes toward science.",{"name":119,"@type":110,"acceptedAnswer":120},"What did the findings show about students’ procedural knowledge?",{"text":121,"@type":113},"Procedural knowledge was identified as the least developed component among the students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},598485,1792191154,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090760832,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Received: 8 May 2023, Accepted: 3 November 2023,  \nPublished on-line as Recently Accepted Paper: 22 December 2023  \nDOI: [https://doi.org/10.26529/cepsj.1658](https://doi.org/10.26529/cepsj.1658)  \nFifth-Grade Students’ Science Competencies: An Opportunity to Rethink Further Education for Science Competence  \nMatija Purkat*1 and Iztok Devetak2  \n• This paper deals with the science competences of fifth-grade students (ages 10 and 11 years) in Slovenia. The science content researched in this study comprises chemical concepts, such as aqueous solutions, states of matter, and nutrition. The science competence and science competencies that elementary school students are supposed to develop are defined. In the following, the concept of attitude towards science and its role in the construct of science competence is explained. The three components of science competencies of the 10-and 11-year-old students were measured using a knowledge test to cover content and procedural knowledge anda questionnaire to measure the attitude of students towards science. The findings reveal that procedural knowledge is the least developed among students. It is also confirmed that attitude components have an important role in interpreting overall science competency test achievements. In the conclusion, the holistic view of the development of science competencies (knowledge, skills, and attitude) is emphasised. Further study of the attitudes towards science in relation to science competence development in a broader way is suggested.  \nKeywords: elementary school students, science competence, competencies, content knowledge, procedural knowledge, attitudes towards science  \n1 *Corresponding Author. PhD student at the Faculty of Education, University of Ljubljana, Ljubljana, Slovenia; [matija.purkat@hinko-smrekar.si](matija.purkat@hinko-smrekar.si).  \n2 Faculty of Education, University of Ljubljana, Ljubljana, Slovenia.  \n42 fifth-grade students’ science competencies – an opportunity to rethink ...  \nNaravoslovne kompetence učencev petega razreda: priložnost za ponovni razmislek o nadaljnjemizobraževanju za razvoj naravoslovnih kompetenc  \nMatija Purkat in Iztok Devetak  \n• Ta prispevek obravnava naravoslovne kompetence učencev petega razreda (starosti 10 in 11 let) v Sloveniji. Naravoslovne vsebine, vključenev preizkusih znanja v raziskavi, se navezujejo na kemijske pojme, kot so: vodne raztopine, agregatna stanja snovi in prehrana. Opredeljene sonaravoslovne kompetence, ki naj bi jih razvijali osnovnošolci. V nadaljevanju sta pojasnjena odnos do naravoslovja in njegov vpliv na konstruktnaravoslovne kompetence. Tri komponente naravoslovnih kompetenc 10-in 11-letnih učencev so bile merjene z uporabo preizkusa znanja, ki je zajemal vsebinsko in proceduralno znanje, ter anketnega vprašalnika za merjenje odnosa učencev do naravoslovja. Ugotovitve kažejo, da je pri omenjeni skupini učencev proceduralno naravoslovno znanje najmanj razvita komponenta naravoslovnih kompetenc. Potrjeno je tudi, daimajo komponente odnosa do naravoslovja pomembno vlogo pri interpretaciji skupnih dosežkov na preizkusu znanja naravoslovnih kompetenc. V zaključku je poudarjen celostni pogled na razvoj naravoslovnih kompetenc (znanje, spretnosti in odnos) . Predlagano je nadaljnje raziskovanje odnosa do naravoslovja v povezavi z razvojem naravoslovnih kompetenc na širši ravni.  \nKljučne besede: osnovnošolci, naravoslovna kompetenca, kompetenca, vsebinsko znanje, proceduralno naravoslovno znanje, odnos do naravoslovja  \nIntroduction  \nCompetences are a construct that is difficult to define in an epistemological sense. The definitions of competences in the existing literature (among others, from the Directorate for Education, Employment, Labour and Social Affairs Education Committee (DeSeCo), 2002; European Commission, Directorate-General for Education, Youth, Sport and Culture, 2019; Illeris, 2009; Mausethagen, 2013; OECD, 2018) define it as an important ability to see and respond in acc","cbCais5hwLHYgQCm","https://ap.wps.com/l/cbCais5hwLHYgQCm","pdf",437910,31,"English","# Introduction\n# Theoretical background and definitions\n## Competences, qualifications, and science literacy\n# Study focus and measurement approach\n## Knowledge test and attitude questionnaire\n# Findings and interpretation\n## Procedural knowledge and role of attitudes\n# Conclusion and further research directions","[{\"question\":\"Which science content areas were examined for the fifth-grade students?\",\"answer\":\"The study focuses on chemistry-related concepts, including aqueous solutions, states of matter, and nutrition.\"},{\"question\":\"How were science competencies and attitudes measured in the study?\",\"answer\":\"A knowledge test measured content and procedural knowledge, while a questionnaire measured students’ attitudes toward science.\"},{\"question\":\"What did the findings show about students’ procedural knowledge?\",\"answer\":\"Procedural knowledge was identified as the least developed component among the students.\"}]","Fifth-Grade Students’ Science Competencies: An Opportunity to Rethink Further Education for Science Competence | PDF",1792087019,78]