TY - JOUR
T1 - Students' views of the nature of science
T2 - A critical review of research
AU - Deng, Feng
AU - Chen, Der Thanq
AU - Tsai, Chin Chung
AU - Chai, Ching Sing
PY - 2011/11
Y1 - 2011/11
N2 - This review examines 105 empirical studies that investigate students' views of the nature of science (VNOS), effects of curricular interventions on changing students' VNOS, and relations between VNOS and demographics, majors, and learning of science. The reviewed studies can be categorized into three theoretical frameworks: the unidimension, the multidimension, and the argumentative resource frameworks. Each framework is reviewed first with regard to its theoretical foundation, methods of data collection and analysis, and the respective findings. This is followed by a critical discussion on the methodological issues and the strengths and limitations of the framework. Potential directions regarding theoretical framework, methodology, and pedagogy are suggested in the future directions section. For example, this review proposes the shift to argumentative resource framework for VNOS research and a refinement for judging the "sophistication" of student VNOS. The role of inquiry in student VNOS is also discussed.
AB - This review examines 105 empirical studies that investigate students' views of the nature of science (VNOS), effects of curricular interventions on changing students' VNOS, and relations between VNOS and demographics, majors, and learning of science. The reviewed studies can be categorized into three theoretical frameworks: the unidimension, the multidimension, and the argumentative resource frameworks. Each framework is reviewed first with regard to its theoretical foundation, methods of data collection and analysis, and the respective findings. This is followed by a critical discussion on the methodological issues and the strengths and limitations of the framework. Potential directions regarding theoretical framework, methodology, and pedagogy are suggested in the future directions section. For example, this review proposes the shift to argumentative resource framework for VNOS research and a refinement for judging the "sophistication" of student VNOS. The role of inquiry in student VNOS is also discussed.
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U2 - 10.1002/sce.20460
DO - 10.1002/sce.20460
M3 - Review article
AN - SCOPUS:80053444461
VL - 95
SP - 961
EP - 999
JO - General Science Quarterly
JF - General Science Quarterly
SN - 0097-0352
IS - 6
ER -