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ERIC Number: EJ1164263
Record Type: Journal
Publication Date: 2017-Nov
Pages: 25
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0926-7220
EISSN: N/A
High School Physics Students' Personal Epistemologies and School Science Practice
Alpaslan, Muhammet Mustafa; Yalvac, Bugrahan; Loving, Cathleen
Science & Education, v26 n7-9 p841-865 Nov 2017
This case study explores students' physics-related personal epistemologies in school science practices. The school science practices of nine eleventh grade students in a physics class were audio-taped over 6 weeks. The students were also interviewed to find out their ideas on the nature of scientific knowledge after each activity. Analysis of transcripts yielded several epistemological resources that students activated in their school science practice. The findings show that there is inconsistency between students' definitions of scientific theories and their epistemological judgments. Analysis revealed that students used several epistemological resources to decide on the accuracy of their data including "accuracy" via "following the right procedure" and "accuracy" via "what the others find." Traditional, formulation-based, physics instruction might have led students to activate naive epistemological resources that prevent them to participate in the practice of science in ways that are more meaningful. Implications for future studies are presented.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A