Qualitative comparison of students' constructions of science

Ledbetter, Cynthia

doi:10.1002/sce.3730770605

Cited by 13 publications

(8 citation statements)

References 20 publications

(18 reference statements)

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“…The self and personal relationships with school through experiences that are immediate, concrete and real for the student are the main ones that are highlighted. Ledbetter's (1993) study also found a similar conceptualisation'of science which she termed "school centred. "…”

Section: The Categories and Modern Views Of The Nature Of Sciencementioning

confidence: 81%

“…There is a particular focus upon experimentation, with major references being made to testing, collecting data, hypothesising and so on. Once again, other studies already cited (Ledbetter, 1993;Larochelle & Drsautels, 1991) have made similar strong references to students" conceptualisation of science as a series of processes or methods.…”

Section: The Categories and Modern Views Of The Nature Of Sciencementioning

confidence: 86%

“…There is a sense of a need to understand where the self fits in the world and a sense that through science experiences, answers can be found. Both Larochelle and Drsautels (1991) and Ledbetter (1993) also found in their studies that some students focussed upon science as a means to study natural phenomena. Similar to the study presented here, their work also revealed that students incorporated aspects of discovery and explanation in their descriptions.…”

Section: The Categories and Modern Views Of The Nature Of Sciencementioning

confidence: 93%

“…Phenomenography (Marton, 198 I, 1986(Marton, 198 I, , 1988) is a widely used method of data collection and analysis (Bruce, 1994;Jane, 1996;Larochelle & Drsautels, 1991;Ledbetter, 1993;RenstrSm, Andersson, & Marton, 1990). The aim of a phenomenographic approach is to reveal categories of description, from a second order perspective (S~ljS, 1988), through an open form of data collection and analysis of the data.…”

Section: Design and Methodsmentioning

confidence: 99%

“…The applicability of the categories was thus checked by linking the categories with a number of other similar studies in the area of students' conceptions of the nature of science (Ledbetter, 1993;Larochelle & Drsautels, 1991) and through the identification of outcome space (Renstrrm et al, 1990) which is the mapping of the logical links between the differing conceptions students hold, in this case, about their experiences of science. The outcome space identified in this study is shown in Figure 1.…”

Section: Analysis Of the Data And Emergence Of Categoriesmentioning

confidence: 99%

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Students' conceptions of science across the years of schooling

Stein

McRobbie

1997

Research in Science Education

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The alternative frameworks movement has in the last ten to fifteen years emphasised that having knowledge of the variety of ways students conceptualise science assists teachers to apply their science knowledge together with their teaching and learning knowledge most appropriately. Using a phenomenographic research approach, this study examined students' conceptions of the nature of science. Categories of description about how students conceptualise science were derived from the writings of students' experience of science in Years 4, 7, 9, 11 and 12. The results suggest the need for educators to be concerned about the experience of science being portrayed to students, including the more experienced years 11 and 12 students, and to ensure that a modem philosophical view of the nature of science is made explicit in curricula they implement.It has been shown through many recent studies that the way students conceptualise science influences the way they learn about science and the way they learn to think about science, and that there may be connections between the development of beliefs about science, by students and the classroom practices and beliefs of teachers (

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Section: The Categories and Modern Views Of The Nature Of Sciencementioning

confidence: 81%

Section: The Categories and Modern Views Of The Nature Of Sciencementioning

confidence: 86%

Section: The Categories and Modern Views Of The Nature Of Sciencementioning

confidence: 93%

Section: Design and Methodsmentioning

confidence: 99%

Section: Analysis Of the Data And Emergence Of Categoriesmentioning

confidence: 99%

See 3 more Smart Citations

Students' conceptions of science across the years of schooling

Stein

McRobbie

1997

Research in Science Education

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Students' science perceptions and enrollment decisions in differing learning cycle classrooms

Cavallo

Laubach

2001

J Res Sci Teach

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This investigation examined 10th‐grade biology students' decisions to enroll in elective science courses, and explored certain attitudinal perceptions of students that may be related to such decisions. The student science perceptions were focused on student and classroom attitudes in the context of differing learning cycle classrooms (high paradigmatic/high inquiry, and low paradigmatic/low inquiry). The study also examined possible differences in enrollment decisions/intentions and attitudinal perceptions among males and females in these course contexts. The specific purposes were to: (a) explore possible differences in students' decisions, and in male and female students' decisions to enroll in elective science courses in high versus low paradigmatic learning cycle classrooms; (b) describe patterns and examine possible differences in male and female students' attitudinal perceptions of science in the two course contexts; (c) investigate possible differences in students' science perceptions according to their decisions to enroll in elective science courses, participation in high versus low paradigmatic learning cycle classrooms, and the interaction between these two variables; and (d) examine students' explanations of their decisions to enroll or not enroll in elective science courses. Questionnaire and observation data were collected from 119 students in the classrooms of six learning cycle biology teachers. Results indicated that in classrooms where teachers most closely adhered to the ideal learning cycle, students had more positive attitudes than those in classrooms where teachers deviated from the ideal model. Significantly more females in high paradigmatic learning cycle classrooms planned to continue taking science course work compared with females in low paradigmatic learning cycle classrooms. Male students in low paradigmatic learning cycle classrooms had more negative perceptions of science compared with males in high paradigmatic classrooms, and in some cases, with all female students. It appears that using the model as it was originally designed may lead to more positive attitudes and persistence in science among students. Implications include the need for science educators to help teachers gain more thorough understanding of the learning cycle and its theoretical underpinnings so they may better implement this procedure in classroom teaching. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 1029–1062, 2001

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Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013

Walls

2015

J Res Sci Teach

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As the nation's K‐12 classrooms become increasingly more racially, culturally, and linguistically diverse, it is incumbent upon the science community to seize opportunities to attend to the rhetoric of reform, namely to enhance scientific literacy for all students. Using Critical Race Theory (CRT) as a framework, this study examined 112 nature of science (NOS) research peer‐reviewed studies conducted in the U. S. from (1967 to 2013). Results suggests that while White participants are being represented in the NOS research, Black, Latino, Native American and other people of color, were found to be disproportionally excluded as participants. Implications of excluding these individuals are explored and suggestions for making NOS research more equitable are discussed. © 2015 Wiley Periodicals, Inc. J Res Sci Teach 53: 1546–1570, 2016

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Qualitative comparison of students' constructions of science

Cited by 13 publications

References 20 publications

Students' conceptions of science across the years of schooling

Students' conceptions of science across the years of schooling

Students' science perceptions and enrollment decisions in differing learning cycle classrooms

Awakening a dialogue: A critical race theory analysis of U. S. nature of science research from 1967 to 2013

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