High School Physics Students' Personal Epistemologies and School Science Practice

Autor/inn/en	Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen
Titel	High School Physics Students' Personal Epistemologies and School Science Practice
Quelle	In: Science & Education, 26 (2017) 7-9, S.841-865 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Alpaslan, Muhammet Mustafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-017-9930-2
Schlagwörter	High School Students; Science Instruction; Physics; Epistemology; Case Studies; Definitions; Student Attitudes; Accuracy; Decision Making; Teaching Methods; Grade 11 + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Physik; Erkenntnistheorie; Case study; Fallstudie; Case Study; Begriffsbestimmung; Schülerverhalten; Decision-making; Entscheidungsfindung; Teaching method; Lehrmethode; Unterrichtsmethode; School year 11; 11. Schuljahr; Schuljahr 11
Abstract	This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including "accuracy" via "following the right procedure" and "accuracy" via "what the others find." Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01