Characterizing Elementary-School Students' Epistemology of Science: Science as Collective Theory-Building Process

Autor/in	Lin, Feng
Titel	Characterizing Elementary-School Students' Epistemology of Science: Science as Collective Theory-Building Process
Quelle	In: Asia-Pacific Education Researcher, 27 (2018) 6, S.487-498 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lin, Feng)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0119-5646
DOI	10.1007/s40299-018-0411-4
Schlagwörter	Elementary School Students; Science Education; Foreign Countries; Epistemology; Student Attitudes; Science Process Skills; Science Achievement; Scientific Concepts; Concept Formation; Hong Kong + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Ausland; Erkenntnistheorie; Schülerverhalten; Concept learning; Begriffsbildung; Hongkong
Abstract	Building on Carey and Smith's work on epistemology of science, this study characterized elementary students' scientific epistemology from the role-of-idea and theory-building perspective. The participants included 102 elementary students in Hong Kong. Open-ended questions and coding schemes were developed to examine and characterize their epistemic understanding of science. Four key dimensions were identified: role of idea, theory-fact understanding, theory revision and creation, and social process of scientific progress. The general pattern showed that students' views of scientific inquiry ranged from seeing it as a mechanical process involving concrete materials and sets of scientific skills, to viewing it as an idea-driven process comprising collective theory-building and knowledge creation. The analysis showed that these students generally had a limited understanding of the role-of-idea and theory-building in science. Quantitative analysis indicated that this conceptualized epistemology of science was an important predictor of students' academic performance in science. Implications for science education and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01