Nature of Science Views and Epistemological Views of College Biology Students

Borgerding, Lisa A.; Deniz, Hasan

doi:10.1007/s42330-019-00049-7

Cited by 6 publications

(2 citation statements)

References 41 publications

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“…However, students' scores on domain‐specific measures in this latter sense (i.e., when adapted to the domain of science) also have been found to predict their engagement and achievement in science in many studies (Bråten et al, 2011; Greene et al, 2018). This is consistent with the view that beliefs about the NOS and beliefs about knowledge and knowing from the perspective of science are related, which seems to be acknowledged by several science education researchers (e.g., Abd‐El‐Khalick & Akerson, 2004; Deniz, 2011; Sinatra et al, 2003), yet seldom investigated (see, however, Borgeding & Deniz, 2019; Ozgelen, 2012).…”

Section: Introductionsupporting

confidence: 84%

Investigating structural relationships amongupper‐secondaryschool students' beliefs about knowledge, justification for knowing, andInternet‐specificjustification in the domain of science

et al. 2021

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In a sample of 455 Taiwanese upper‐secondary school students, latent variable structural equation modeling was used to test hypothesized relationships between beliefs about knowledge in science, beliefs about justification for knowing in science, and justification of knowledge claims concerning science encountered on the Internet. Results indicated that participants displayed adaptive beliefs in the tentative and evolving nature of scientific knowledge while their beliefs about justification for knowing in science seemed somewhat less adaptive. Further, their self‐reports of Internet‐specific justification of knowledge claims suggested that they did not strongly believe that science information posted on the Internet needed to be carefully evaluated. The structural equation modeling indicated that beliefs in the tentative and evolving nature of scientific knowledge had direct positive relationships with beliefs in justification by research‐based authority and justification by multiple sources in science, which, in turn, mediated the relationships between beliefs in tentative and evolving knowledge and adaptive beliefs about Internet‐specific justification of knowledge claims. Beliefs in the unambiguous, certain nature of scientific knowledge had a direct positive relationship with beliefs in justification by school‐based authority (i.e., the science teacher and the science textbook), but beliefs in justification by school‐based authority were not related to Internet‐specific justification beliefs. We highlight the unique contributions of this study to the field of epistemic belief and science education research, and its theoretical and educational implications are discussed.

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Section: Introductionsupporting

confidence: 84%

Investigating structural relationships amongupper‐secondaryschool students' beliefs about knowledge, justification for knowing, andInternet‐specificjustification in the domain of science

et al. 2021

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“…Understanding the nature of science and scientific progress remains a barrier for students (Hodson, 2003). From a science learning viewpoint, students misunderstand that scientific knowledge is founded on numerous lines of evidence and is prone to change with new lines of evidence or reinterpretation of evidence (Borgerding & Deniz, 2019).…”

Section: Introductionmentioning

confidence: 99%

The Myth of Theory and the Theory-Laden Nature of Scientific Knowledge: Views of Senior High School Students

Ayilimba,

Tindan,

Dorsah

2024

EJCEEL

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The study aimed to understand Senior High School Students’ perspectives on the myth of theory, law, and the theory-laden nature of scientific knowledge. A qualitative approach was adopted using a case-study design based on the constructivists paradigm. The participants were ten (10) students purposively selected from a Minor Seminary Senior High School in the Upper East Region of Ghana. The school was selected as a case using the extreme-case selection criteria. Instrument used for data collection was the Theory, Law, and Theory-laden Questionnaire (TLT-LQ). The TLT-LQ consisted of four questions on myth of theory and law and the theory-laden or subjective nature of science. The questions were adapted from Items 5 and 8 of the VNOS-C questionnaire. It was found that six students (60%) held naïve views on the differences between a theory and law. They think that a theory is a guess that has not been proven scientifically, whiles a law is a theory that has been proven to be true. Three students (30%) held transitional views on the differences between a theory and law. They correctly stated that theories explain events, but also think that a theory is a hypothesis that has been tested and proven. Thus, they believe in the myth of a hierarchical relationship between a hypothesis and a theory. Nine students (90%) held the naïve view that there is a hierarchical relationship between a theory and a law where a theory becomes law after it has been proven. On the subjective nature of science, five students (50%) held informed views. They understand that scientific knowledge is subjective or theory-laden. They believe that two scientists may see things differently. Also, four students (40%) held a transitional view. The students think that two scientists may get different results and conclusions from the same data set. They believe that two scientists may analyse the same data set differently. They also think that different experimental error can lead to different conclusions, implying indirectly that a scientists’ backgrounds, values, beliefs and training affects the way they interpret data.

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The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs

Sarıtaş,

Kızkapan

2024

Tech Know Learn

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Nature of Science Views and Epistemological Views of College Biology Students

Cited by 6 publications

References 41 publications

Investigating structural relationships amongupper‐secondaryschool students' beliefs about knowledge, justification for knowing, andInternet‐specificjustification in the domain of science

Investigating structural relationships amongupper‐secondaryschool students' beliefs about knowledge, justification for knowing, andInternet‐specificjustification in the domain of science

The Myth of Theory and the Theory-Laden Nature of Scientific Knowledge: Views of Senior High School Students

The Link Between Science Teacher Candidates’ Understandings of the Nature of Science and Their Epistemic Beliefs

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