Exploring a process view of students' knowledge about the nature of science.

Autor/in	Hogan, Kathleen
Titel	Exploring a process view of students' knowledge about the nature of science.
Quelle	In: Science education, 84 (2000) 1, S. 51-70Infoseite zur Zeitschrift Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326
Schlagwörter	Vorstellung (Psy); Schüler; Naturwissenschaften; Wissenschaft; Wissenschaftsverständnis; Wissenschaftler
Abstract	The role that students' knowledge about the nature of sience plays in their daily learning of sience in school is not well understood. To explore this topic, two categories are introducted that classify how students' understanding of the nature of sience has been operationalized. Distal knowledge of the nature of sience is students' declarative knowledge about professional science, including about the nature of sientific knowledge and scientists' epistemological commitments. Proximal knowledge of the nature of science is students' personal understandings, beliefs, and commitments regarding their own science learning and the scientific knowledge they -not scientists- produce and encounter. It is suggested that viewing these two kinds of knowledge structures within modern information processing frameworks that delineate roles of epistemological and meatcognitive knowledge in learning can guide future research on students' knowledge about the nature of sience as a mediator, not just an outcome, of their science experiences in school.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2002_(CD)