Journal article
Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis
- Abstract:
- There is substantial research in science education about students’, teachers’, and scientists’ views of nature of science (NOS). Many studies have used NOS frameworks that focus on particular ideas such as tentativeness of scientific knowledge and cultural embeddedness of science. In this paper, we investigate NOS from the perspective of the Family Resemblance Approach (FRA) which considers clusters of ideas about science in terms of categories that offer a comprehensive analytical lens to studying NOS views. The empirical study re-analyzes NOS views obtained from 7 and 8th grade students, science teachers, and scientists using the FRA lens. Statements from all three groups were obtained using a free-write questionnaire on nature of knowledge and nature of knowing. The statements were reclassified using the FRA framework. Epistemic network analysis (ENA) was applied to the statements produced by each group of participants, and the resulting network models were interpreted and compared. The results show that student and teacher network models possessed no central idea, and more tangible ideas about science were frequently connected. Scientist network models showed more connections across their statements which indicate a higher degree of agreement and coherence among a variety of ideas compared to student and teacher network models. The paper discusses the findings as well as the methodological contributions, and concludes with implications for future research.
- Publication status:
- Published
- Peer review status:
- Peer reviewed
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(Preview, Version of record, pdf, 1.3MB, Terms of use)
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- Publisher copy:
- 10.1007/s10763-022-10254-w
Authors
- Publisher:
- Springer Nature
- Journal:
- International Journal of Science and Mathematics Education More from this journal
- Volume:
- 21
- Issue:
- 2
- Pages:
- 347 - 375
- Publication date:
- 2022-02-10
- Acceptance date:
- 2022-01-26
- DOI:
- EISSN:
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1573-1774
- ISSN:
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1571-0068
- Language:
-
English
- Keywords:
- Pubs id:
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1240352
- Local pid:
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pubs:1240352
- Deposit date:
-
2022-07-21
Terms of use
- Copyright holder:
- Peters-Burton et al.
- Copyright date:
- 2022
- Rights statement:
- ©2022 The Author(s). Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.
- Licence:
- CC Attribution (CC BY)
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