The Relationship between Students’ Views of the Nature of Science and their Views of the Nature of Scientific Measurement
The Relationship between Students’ Views of the Nature of Science and their Views of the Nature of Scientific Measurement
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学生对科学本质的看法与对科学测量本质的看法之间的关系
DOI：
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发表时间：
2009
期刊：
影响因子：
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通讯作者：
Bashirah Ibrahim
中科院分区：
文献类型：
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作者：
A. Buffler;F. Lubben;Bashirah Ibrahim
本研究探讨了学生的科学本质观与科学测量本质观之间的关系。对179名具有不同学校经历的一年级物理学生进行了问卷调查，其中包括NOS和测量的两个诊断性多项选择。学生对NOS的看法被分为四个NOS“轮廓”，并根据点或集合范式对测量的看法进行分类。研究结果表明，学生与NOS配置文件占主导地位的信念，自然规律是由科学家发现更有可能有一个观点的性质，科学测量的特点是信仰“真正的”价值观。另一方面，那些认为科学理论是科学家的发明，是从观察中构建出来的，然后通过进一步的实验进行验证的学生，更有可能对科学测量的性质有一种看法，这种看法是由科学证据的不确定性所支撑的。在高等教育水平的教学科学测量的影响进行了讨论。
The present study explores the relationship between students’ views of the nature of science (NOS) and their views of the nature of scientific measurement. A questionnaire with two‐tier diagnostic multiple‐choice items on both the NOS and measurement was administered to 179 first‐year physics students with diverse school experiences. Students’ views on the NOS were classified into four NOS ‘profiles’, and views on measurement were classified according to either the point or set paradigms. The findings show that students with a NOS profile dominated by a belief that the laws of nature are to be discovered by scientists are more likely to have a view of the nature of scientific measurement characterised by a belief in ‘true’ values. On the other hand, students who believe that scientific theories are inventions of scientists, constructed from observations that are then validated through further experimentation, are more likely to have a view of the nature of scientific measurement that is underpinned by the uncertain nature of scientific evidence. The implications for teaching scientific measurement at tertiary level are discussed.