Ideas About the Nature of Science Held by Undergraduate Atmospheric Science Students

Parker, Loran Carleton; Krockover, Gerald H.; Lasher-Trapp, Sonia; Eichinger, David C.

doi:10.1175/2008bams2349.1

Cited by 32 publications

(20 citation statements)

References 20 publications

(21 reference statements)

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“…Using the SUSSI questionnaire, Desaulniers Miller and her colleagues (Desaulniers Miller, Montplaisir, Offerdahl, Cheng, & Ketterling, 2010), for example, found relatively informed views of scientific theory and relatively uninformed views of the distinction between scientific theories and laws among biology majors (see also Liu & Tsai, 2008). Our results also correspond to previous study results concluding that natural science majors recognize the authority of objectivity and proof in creating valid, sustained, and hence, true knowledge (Ryder & Leach, 1999;Dagher & BouJaoude, 1997;Parker, Krockover, Lasher-Trapp & Eichinger, 2008). Accordingly, when scientific knowledge is out in the world, the surveyed students in our and other survey(s) believe that it exists independently of scientific discovery.…”

Section: Discussionsupporting

confidence: 88%

Contextualisation of factual knowledge in genetics: A pre- and post- survey of undergraduates’ understanding of the Nature of Science

et al. 2020

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Section: Discussionsupporting

confidence: 88%

Contextualisation of factual knowledge in genetics: A pre- and post- survey of undergraduates’ understanding of the Nature of Science

et al. 2020

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“…Furthermore, transmission of science facts as immutable knowledge is contrary to science as is understood as tentative, empirically-based and part-product of human inference, creativity and imagination (Parker et al, 2008). From our perspective, many things are wrong with these classrooms.…”

Section: A Portrait Of Ghanaian Mathematics and Science Classroommentioning

confidence: 89%

Contemporary Issues in African Sciences and Science Education

2012

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“…It is not a matter of simply choosing one construction and teaching it authoritatively. This is simply not how constructions develop, as has been shown in the work on math and science conceptions (for example, Bingolbali, Monaghan, and Roper, 2006;Parker et al, 2008;Greenbowe and Meltzer, 2003). The process by which constructions develop must always be taken into account.…”

Section: Implications For Teachingmentioning

confidence: 99%

Looking Toward the Real World: Student Conceptions of Engineering

Dunsmore

Turns

Yellin

2011

J of Engineering Edu

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a BACKGROUND This paper contributes to the growing body of scholarship on engineering students' conceptions of core concepts in engineering, including their conception of engineering itself. Understanding how students view engineering practice can provide guidance into student responses to course features such as collaborative projects. PURPOSE (HYPOTHESIS)The research question addressed in this study is: What do student portfolios reveal about student constructions of engineering? DESIGN/METHODTexts from portfolios created by mechanical engineering undergraduates were analyzed qualitatively using concepts drawn from discourse analysis. This approach makes it possible to examine conceptions through close reading of linguistic structure of a body of writing. RESULTSStudents conceived of engineering practice as "the real world," with most students not conceiving school experiences as integral to practice. Students conceived of engineering practice in terms of strongly contrasting elements rather than as a system of intrinsic elements. Two major aspects in student conceptions were present in the portfolios: values in engineering practice and the role of other people. Largely missing also from the student discourse was the sense that engineering is inherently collaborative. CONCLUSIONSStudent conceptions formed continua which bear further study to more completely characterize student views. Conceptions of engineering leaders and engineering educators deserve greater attention as well as contrasts and models for comparison to student conceptions. The benefits of understanding conceptions more completely include understanding student resistance to exercises, predicting student difficulties with exercises, and understanding the distance between what educators are trying to teach students and what students are "hearing."

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Ideas About the Nature of Science Held by Undergraduate Atmospheric Science Students

Cited by 32 publications

References 20 publications

Contextualisation of factual knowledge in genetics: A pre- and post- survey of undergraduates’ understanding of the Nature of Science

Contextualisation of factual knowledge in genetics: A pre- and post- survey of undergraduates’ understanding of the Nature of Science

Contemporary Issues in African Sciences and Science Education

Looking Toward the Real World: Student Conceptions of Engineering

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