Perceptions of the Nature of Science by Geoscience Students Experiencing Two Different Courses of Study
Perceptions of the Nature of Science by Geoscience Students Experiencing Two Different Courses of Study
复制标题
经历两种不同学习课程的地球科学学生对科学本质的看法
DOI：
--
复制
发表时间：
2010
期刊：
影响因子：
--
通讯作者：
K. Viskupic
中科院分区：
文献类型：
--
作者：
L. Nadelson;K. Viskupic
学生对科学本质（NOS）的了解对他们理解科学至关重要。NOS概括了如何看待科学的原则，以及判断科学是否有效和适当的方法。NOS对科学教育的重要性导致了课程和政策的发展，要求在整个K-12科学课程中教授NOS。如果这一课程是有效的，有一个期望，学生将进入中学后与NOS的基础知识。我们的研究探讨了NOS的观点在两个不同的队列的本科生的地球科学，低年级的学生开始他们的研究地球科学和第二高年级的学生接近完成他们的学位之一。我们在学期初评估了他们对NOS的智力和情感感知。在学期结束时，我们再次评估他们对NOS的看法和他们对地球科学的概念理解。我们的研究结果表明，两个队列之间没有显着差异，并且在整个学期中NOS的情绪感知显着下降（p <0.05）。地球科学的概念理解被发现显着相关的NOS的情绪感知。研究结果，影响和未来的研究方向进行了讨论。
Student knowledge of the Nature of Science (NOS) is critical to their understanding of science. NOS encapsulates the tenets of how science is regarded and the heuristics by which science is judged to be valid and appropriate. The importance of NOS to science education has lead to curricular and policy development that mandate the construct be taught throughout the K-12 science curriculum. If this curriculum is effective there is an expectation that students would enter post-secondary with foundational knowledge of NOS. Our research examined the perspectives of NOS among two different cohorts of undergraduate geoscience students, one of lower division students beginning their study of geoscience and a second of upper division students nearing the completion of their degree. We assessed their intellectual and emotional perceptions of NOS at the beginning of the semester. At the end of the semester we again assessed their perceptions of NOS and their conceptual understanding of geoscience. Our results indicate there was not a significant difference between the two cohorts and there was a significant drop in the emotional perceptions of NOS over the semester (p < .05). Conceptual understanding of geoscience was found to be significantly correlated with emotional perceptions of NOS. The results, implications, and directions for future research are discussed.