Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas
Tangled up in views: Beliefs in the nature of science and responses to socioscientific dilemmas
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观点纠缠：对科学本质的信念和对社会科学困境的回应
DOI：
10.1002/sce.10025
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发表时间：
2002
影响因子：
4.3
通讯作者：
Michael L. Simmons
中科院分区：
文献类型：
--
作者：
D. Zeidler;Kimberly A. Walker;Wayne A. Ackett;Michael L. Simmons
本研究的目的是探讨学生对科学本质的概念与他们对挑战其社会科学问题信念的证据的反应之间的关系。本研究涉及41对学生代表的“关键案件”的对比伦理观点。这82名学生是从9年级和10年级的普通科学班，11年级和12年级的荣誉生物学，荣誉科学和物理课，以及高水平的大学副科学教育班的248名学生中确定的。学生回答的问题旨在揭示他们的认识论观点的科学性质和他们的信仰信念对选定的社会科学问题。根据对社会科学问题的不同程度的信念信念选择较小的学生子集，然后将所选学生配对讨论他们与问题相关的推理，同时暴露于彼此的异常数据和信息，并回应采访者的认识论探索。学生对科学本质的概念的分类是从研究者对学生对访谈和问卷的反应的分析中得出的。在某些情况下，学生对科学本质的概念反映在他们对道德和伦理问题的推理中。这项研究促使学生反思自己的信仰并捍卫自己的观点。研究结果表明，学生对异常社会科学数据的反应是多种多样的，复杂的，与大学生相比，高中生的推理过程有显着差异。更深入地了解学生如何推理有争议的社会科学问题的道德和伦理背景，将使科学教育工作者纳入旨在培养学生在这些关键领域的推理技能的教学策略。C
The purpose of this study was to investigate the relationships between stu- dents' conceptions of the nature of science and their reactions to evidence that challenged their beliefs about socioscientific issues. This study involved 41 pairs of students repre- senting "critical cases" of contrasting ethical viewpoints. These 82 students were identified from a larger sample of 248 students from 9th and 10th grade general science classes, 11th and 12th grade honors biology, honors science, and physics classes, and upper-level college preservice science education classes. Students responded to questions aimed at re- vealing their epistemological views of the nature of science and their belief convictions on a selected socioscientific issue. The smaller subset of students was selected based on varying degrees of belief convictions about the socioscientific issues and the selected stu- dents were then paired to discuss their reasoning related to the issue while being exposed to anomalous data and information from each other and in response to epistemological probes of an interviewer. Taxonomic categories of students' conceptions of the nature of science were derived from the researchers' analysis of student responses to interviews and ques- tionnaires. In some instances, students' conceptions of the nature of science were reflected in their reasoning on a moral and ethical issue. This study stimulated students to reflect on their own beliefs and defend their opinions. The findings suggest that the reactions of students to anomalous socioscientific data are varied and complex, with notable differences in the reasoning processes of high school students compared to college students. A deeper understanding of how students reason about the moral and ethical context of controversial socioscientific issues will allow science educators to incorporate teaching strategies aimed at developing students' reasoning skills in these crucial areas. C