Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis
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...
| Main Authors: | , , |
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| Format: | Journal article |
| Language: | English |
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Springer Nature
2022
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| _version_ | 1797108788943126528 |
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| author | Peters-Burton, EE Dagher, ZR Erduran, S |
| author_facet | Peters-Burton, EE Dagher, ZR Erduran, S |
| author_sort | Peters-Burton, EE |
| collection | OXFORD |
| description | 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. |
| first_indexed | 2024-03-07T07:33:20Z |
| format | Journal article |
| id | oxford-uuid:60551db7-b34b-4b89-a720-ac431ed87174 |
| institution | University of Oxford |
| language | English |
| last_indexed | 2024-03-07T07:33:20Z |
| publishDate | 2022 |
| publisher | Springer Nature |
| record_format | dspace |
| spelling | oxford-uuid:60551db7-b34b-4b89-a720-ac431ed871742023-02-17T12:37:45ZStudent, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysisJournal articlehttp://purl.org/coar/resource_type/c_dcae04bcuuid:60551db7-b34b-4b89-a720-ac431ed87174EnglishSymplectic ElementsSpringer Nature2022Peters-Burton, EEDagher, ZRErduran, SThere 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. |
| spellingShingle | Peters-Burton, EE Dagher, ZR Erduran, S Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis |
| title | Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis |
| title_full | Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis |
| title_fullStr | Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis |
| title_full_unstemmed | Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis |
| title_short | Student, teacher, and scientist views of the scientific enterprise: an epistemic network re-analysis |
| title_sort | student teacher and scientist views of the scientific enterprise an epistemic network re analysis |
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