The relationship between students' views of the nature of science and their views of the nature of scientific measurement

Journal article | Zeitschriftenartikel

The present study explores the relationship between students’ views on 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 which is 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 which are then validated through further experimentation, are more likely to have a view of the nature of scientific measurement which is underpinned by the uncertain nature of scientific evidence. The implications for teaching scientific measurement at tertiary level are discussed.

Object Details

• Extent: Seite(n): 1137-1156
• Language: Englisch
• Notes: Status: Postprint; begutachtet (peer reviewed)

References and Relationships

• Bibliographic citation: International Journal of Science Education, 31(9)

Classification and Topics

• Subject: Bildung und Erziehung ; Bildungswesen tertiärer Bereich ; Unterricht, Didaktik

Contributors, Places and Time

• Event: Geistige Schöpfung
• (who): Buffler, Andy ; Lubben, Fred ; Ibrahim, Bashirah
• Event: Veröffentlichung
• (when): 2009

Further information

• DOI: https://doi.org/10.1080/09500690802189807
• URN: urn:nbn:de:0168-ssoar-134409
• Rights: GESIS - Leibniz-Institut für Sozialwissenschaften. Bibliothek Köln
• Last update: 21.06.2024, 4:26 PM CEST