Differences in the Scientific Epistemological Views of Undergraduate Students

Autor/inn/en	Liu, Shiang-Yao; Tsai, Chin-Chung
Titel	Differences in the Scientific Epistemological Views of Undergraduate Students
Quelle	In: International Journal of Science Education, 30 (2008) 8, S.1055-1073 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Majors (Students); Undergraduate Students; Science Teachers; Epistemology; Science Education; Student Attitudes; College Freshmen; Knowledge Level; Gender Differences; Correlation; Foreign Countries; Scientific Concepts; Taiwan + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Erkenntnistheorie; Naturwissenschaftliche Bildung; Schülerverhalten; Studienanfänger; Wissensbasis; Geschlechterkonflikt; Korrelation; Ausland
Abstract	The purpose of this study was to examine whether science and non-science major students have different scientific epistemological views (SEVs). A multidimensional instrument previously developed by the authors was used to assess differences in college students' SEV of various aspects. A total of 220 freshmen (42% science and 58% non-science majors) attending two public universities participated in this investigation. Results indicated that the science majors have less sophisticated beliefs in the theory-laden and cultural-dependent aspects of science than non-science majors. Analysis of variance results further revealed significant differences in SEV dimensions among the three major fields: non-science, pure science, and science education. Science education students gained the lowest scores on the entire scale among the groups. Findings of this study imply that science major (including science education) students might be involved longer in such an epistemic environment that described scientific knowledge as objective and universal. It is also possible that beliefs about certainty and objectivity lead these students to select science as their major field. Implications for future research and science teacher education are discussed. (Contains 8 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10