dc.contributor.author | Alpaslan, M.M. | |
dc.contributor.author | Yalvac, B. | |
dc.contributor.author | Loving, C. | |
dc.date.accessioned | 2020-11-20T17:17:27Z | |
dc.date.available | 2020-11-20T17:17:27Z | |
dc.date.issued | 2017 | |
dc.identifier.issn | 0926-7220 | |
dc.identifier.uri | https://doi.org/10.1007/s11191-017-9930-2 | |
dc.identifier.uri | https://hdl.handle.net/20.500.12809/6431 | |
dc.description.abstract | 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. © 2017, Springer Science+Business Media B.V. | en_US |
dc.description.sponsorship | Texas Education Agency: 2006 | en_US |
dc.description.sponsorship | This study was conducted at a charter school, located in an urban area at the South Central United States, which is defined as Bpublicly funded, nonsectarian school that operates under a written contract, or charter from an authorizing agency such as a local or state board^ (Texas Education Agency 2006, p.312). The students at the school came from a low-socio-economic status, 55% of students who qualified for free or reduced lunch. The student population of the school was kindergarten to high school. Students at the school performed well on the state assessment program that ranked among the top 25% in the state for science at the high school level. When the study took place, 11 students at 11th grade enrolled in a physics course with one teacher. Of the 11 students, nine (3 girls and 6 boys), with ages ranging from 16 to 18 years, consented to participate in all parts of the study. Two students identified themselves as Hispanic, two as African American, and five as White. | en_US |
dc.item-language.iso | eng | en_US |
dc.publisher | Springer Netherlands | en_US |
dc.item-rights | info:eu-repo/semantics/closedAccess | en_US |
dc.title | High School Physics Students’ Personal Epistemologies and School Science Practice | en_US |
dc.item-type | article | en_US |
dc.contributor.department | MÜ | en_US |
dc.contributor.departmentTemp | Alpaslan, M.M., Department of Mathematics and Science Education, Muğla Sitki Ko?man University, Kötekli Mah, Muğla, 48000, Turkey; Yalvac, B., Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, United States; Loving, C., Department of Teaching, Learning, and Culture, Texas A&M University, College Station, TX, United States | en_US |
dc.identifier.doi | 10.1007/s11191-017-9930-2 | |
dc.identifier.volume | 26 | en_US |
dc.identifier.issue | 7-9 | en_US |
dc.identifier.startpage | 841 | en_US |
dc.identifier.endpage | 865 | en_US |
dc.relation.journal | Science and Education | en_US |
dc.relation.publicationcategory | Makale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı | en_US |