Exploring a process view of students' knowledge about the nature of science

Reflecting on the use and abuse of scientific data facilitates students’ ethical and epistemological development

“…This is consistent with increasing evidence supporting the domain‐specific nature of epistemic cognition (Chinn et al., ; Muis, Bendixen, & Haerle, ; Sinatra & Chinn, ) and confirms previous suggestions that proximal and distal science may be considered different domains where different epistemologies are applied (Hogan, ; Sandoval, ). In an argument for a broader conception of epistemic cognition, Chinn et al.…”

“…Indeed, students’ understandings of the nature of science are notoriously difficult to change (Clough, ; Lederman, ; Matthews, ; Sandoval, ) and there is therefore a need to investigate the reasons for this more thoroughly. Distal knowledge relates to the way students perceive “real” scientists, who may be seen as discoverers of new knowledge and theories and are often idealized (Hogan, ; Howitt & Wilson, ), particularly as professional science may be presented by teachers and textbooks in idealistic and unrealistic ways (Allchin, ). Scientists are therefore not seen as wrestling with the kinds of difficulties students experience as part of learning and doing science.…”

“…This, in turn, raises questions about how students perceive science and what they are actually learning about how science is practiced. The existence of two separate views of science has been conceptualized by Hogan (2000), who defined the proximal view as the way science students understand the science they do and the distal view as reflecting student understanding of professional science (Hogan, 2000). The separation of proximal and distal views of science has implications for students' development as scientifically literate citizens and for the way in which they approach learning science (Edmondson & Novak, 1993;Hogan, 2000).…”

Knowing, Knowledge and Beliefs

“…For instance, the assumption that epistemological positions are hierarchical and pose a progression in sophistication or adequacy has been challenged (Gottlieb, 2007). Similarly, while epistemological beliefs are often viewed as coherent and ubiquitous "theories of knowledge," as well as others (e.g., Hogan, 2000) propose an alternative, situated or "knowledge in pieces" conceptualization of epistemological beliefs that is culturally sensitive (Gottlieb, 2007).…”

From Scientists to Teachers: The Role of Student Epistemology in Lesson Plans of Career Switchers

“…Career switchers could be a preservice teacher population that is poised to be leaders in considering scientific epistemologies of their students because of their extensive knowledge of the scientific enterprise. Hogan () explored differences in the epistemological frameworks of middle schoolers, nonscientist adults, technicians, and scientists and found that only the technicians and scientists skeptically considered issues of empirical consistency or plausibility of the conclusions. Additionally, personal characteristics such as reflectiveness, identity, personal history, and self‐efficacy influence the development of teachers (Czerniak & Shriver, ) and career switchers come to teacher preparation programs equipped with many of these characteristics because of their prior work as professional scientists.…”