The Relationship between Students' Views of the Nature of Science and Their Views of the Nature of Scientific Measurement

Autor/inn/en	Buffler, Andy; Lubben, Fred; Ibrahim, Bashirah
Titel	The Relationship between Students' Views of the Nature of Science and Their Views of the Nature of Scientific Measurement
Quelle	In: International Journal of Science Education, 31 (2009) 9, S.1137-1156 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
Schlagwörter	Scientific Principles; Physics; Questionnaires; Science Experiments; Student Attitudes; Measurement Techniques; Theories; Hypothesis Testing; Scientists; Science Process Skills; Undergraduate Students; College Science + Suchen Sie Ihr Suchwort? Physik; Fragebogen; Schülerverhalten; Messtechnik; Theory; Theorie; Hypothesenprüfung; Hypothesentest; Scientist; Wissenschaftler
Abstract	The present study explores the relationship between students' views of the nature of science (NOS) and their views of the nature of scientific measurement. A questionnaire with two-tier diagnostic multiple-choice items on both the NOS and measurement was administered to 179 first-year physics students with diverse school experiences. Students' views on the NOS were classified into four NOS "profiles", and views on measurement were classified according to either the point or set paradigms. The findings show that students with a NOS profile dominated by a belief that the laws of nature are to be discovered by scientists are more likely to have a view of the nature of scientific measurement characterised by a belief in "true" values. On the other hand, students who believe that scientific theories are inventions of scientists, constructed from observations that are then validated through further experimentation, are more likely to have a view of the nature of scientific measurement that is underpinned by the uncertain nature of scientific evidence. The implications for teaching scientific measurement at tertiary level are discussed. (Contains 1 figure and 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10