How some college students represent their understandings of the nature of scientific theories

International Journal of Science Education

Volumn 26, Issue 6, 2004, Pages 735-755

  Dagher, Zoubeida R ^a   Brickhouse, Nancy W ^a   Shipman, Harry ^a   Letts, William F ^b  

^a UNIVERSITY OF DELAWARE   (United States)

^b CHARLES STURT UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 3142709616     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/0950069032000138806     Document Type: Article

References (34)

1. AAAS (1990a). Science for All Americans (NewYork: Oxford University).
2. AAAS (1990b). The Liberal Art of Science: Agenda for Action (Washington, DC: AAAS).
3. ABD-EL-KHALICK, F. and LEDERMAN, N. (2000). Improving science teachers' conceptions of the nature of science: a critical review of the literature. International Journal of Science Education, 22, 665-701.
4. ANGLIAN MULTIMEDIA PRODUCTION TEAM (2000). Scientific Processes (CD-ROM) (Cambridge: Cambridge Educational Software).
5. BRICKHOUSE, N., DAGHER, Z., LETTS, W. and SHIPMAN, H. (2002). Evidence and warrants for belief in a college astronomy course. Science & Education, 11, 573-588.
6. BYBEE, R. W. (1997). Achieving Scientific Literacy (Portsmouth, NH: Heineman).
7. DAGHER, Z. R. and BOUJAOUDE, S. (1997). College students' generic and specific conceptions of theories. Paper presented at the Annual Meeting of the National Association of Research in Science Teaching, Oak Brook, IL, March.
8. DRIVER, R., LEACH, J., MILLAR, R. and SCOTT, P. (1996). Young People's Images of Science (Buckingham: Open University Press).
9. DUSCHL, R. (1990). Restructuring Science Education (New York: Teachers College).
10. GLASER, B. and STRAUSS, A. (1967). The Discovery of Grounded Theory (NewYork: Aldine).
11. HARRÉ, R. (1972). The Philosophies of Science (Oxford: Oxford University Press).
12. KUHN, T. (1970 [1962]). The Structure of Scientific Revolutions, 2nd edition, enlarged (Chicago, IL: University of Chicago).
13. LAKATOS, I. (1999). In M. Motterlini (ed.) For and Against Method: Including Lakatos's Lectures on Scientific Method and the Lakatos-Feyerabend Correspondence (Chicago, IL: University of Chicago), 96-109.
14. LAUDAN, L. (1977). Progress and its Problems: Towards a Theory of Scientific Growth (Berkeley, CA: University of California Press).
15. LEDERMAN, N. and O'MALLEY, M. (1990). Students' perceptions of tentativeness in science. Development, use, and sources of change. Science Education, 74, 225-239.
16. LEDERMAN, N., WADE, P. and BELL, R. (1998). Assessing the nature of science: what is the nature of our assessments? Science and Education, 7, 595-615.
17. MATTHEWS, M. (2000). Time for Science Education: How Teaching the History and Philosophy of Pendulum Motion Can Contribute to Science Literacy (New York: Plenum-Kluwer).
18. MEYLING, H. (1997). How to change students' conceptions of the epistemology of science. Science & Education, 6, 397-416.
19. MOORE, W. (1982). Open-mindedness and proof. School Science and Mathematics, 82, 478-480.
20. MOSS, D., ABRAMS, E. and ROBB, J. (2001). Examining student conceptions of the nature of science. International Journal of Science Education, 23, 771-790.
21. NATIONAL RESEARCH COUNCIL (1996). The National Science Education Standards (Washington, DC: National Academy Press).
22. NORRIS, S. (1992). Practical reasoning in the production of scientific knowledge. In R. Duschl and R. Hamilton (eds.) Philosophy of Science, Cognitive Psychology, and Educational Theory and Practice (Albany, NY: SUNY), 195-225.
23. NORRIS S. (1997). Intellectual independence for nonscientists and other content-transcendent goals of science education. Science Education, 81, 239-258.
24. RAMSEY, W. GABRIEL, L., MCGUIRK, J., PHILLIPS, C. and WATENPAUGH, F. (1986). Life Science (New York: Holt, Rinehart and Winston).
25. RICHARDS, S. (1987). Philosophy and Sociology of Science (Oxford: Blackwell).
26. RYAN, A. and AIKENHEAD, G. (1992). Students' preconceptions about the epistemology of science. Science Education, 76, 559-580.
27. RYDER, J. and LEACH, J. (1999). University science students' experiences of investigative project work and their images of science. International Journal of Science Education, 21, 945-956.
28. SHIPMAN, H. (1980). Black Holes, Quasars, and the Universe (Boston, MA: Houghton Mifflin).
29. SHIPMAN, H. L., BRICKHOUSE, N. W., DAGHER, Z. and LETTS, W. J. (2002). Changes in student views of religion and science in a college astronomy course. Science Education, 86, 526-547.
30. STAVER, J. (2000). Evolutionary theory: a clash between public understanding of science and standards-based science education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, April.
31. STRAUSS, A. (1987). Qualitative Analysis for Social Scientists (Cambridge: Cambridge University).
32. SYSMONDO, S. (1996). Science Without Myth (Albany, NY: State University of New York).
33. THAGARD, P. (1992). Conceptual Revolutions (Princeton, NJ: Princeton University).
34. WEINER, J. (1994). The Beak of the Finch (New York: Vintage Books).