Views of nature of science questionnaire: Toward valid and meaningful assessment of learners' conceptions of nature of science

By Norman G. Lederman, F. Abd‐El‐Khalick, Randy L. Bell, R. Schwartz. 2002

1,975 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/8b0a343c41cbdd5cc0e55d6c7b369c4c4846e678

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Contextualizing Nature of Science Instruction in Socioscientific Issues (2012, methodology): “…1990) to assess individuals’ understanding of target NOS aspects, including the tentative, creative, empirical, inferential, socially and culturally embedded, and theory-laden NOS as well as the distinctions between theory and law and the myth of a single scientific method (Lederman et al., 2002).”
Learners' Epistemic Criteria for Good Scientific Models. (2011, background): “Most studies of students’ understanding of NOS suggest that students do not see theories or models as tentative and explanatory, nor do they grasp the dialogic processes of coordinating theories with evidence (Lederman et al., 2002).”
Student conceptualizations of the nature of science in response to a socioscientific issue (2004, methodology): “Data analyses NOS conceptualizations and socioscientific decision-making were explored through open-ended questionnaires and interviews in order to gain greater insight into student thought patterns than enabled by quantitative techniques (Lederman 1992, Lederman et al. 2002).”
More from the Horse’s Mouth: What scientists say about science as a social practice (2010, methodology): “A construct such as “the social and cultural embeddedness of scientific knowledge”, the expression used by Lederman et al. (2002), can be interpreted in a number of ways: (1) scientific knowledge impacts on society, in the sense that it changes how we think and the ways in which we live; (2)…”
The development of seventh graders' views of nature of science (2008, methodology): “Follow-up individual semi-structured interviews are also used to validate the researchers’ interpretation of the participants’ responses (Lederman et al., 2002).”
Developing the changes in attitude about the relevance of science (CARS) questionnaire and assessing two high school science classes (2003, background): “Previous research on attitudes toward science has concentrated on students’ beliefs about the nature of science (Lederman et al., 2002;Moore& Foy, 1997;Moore& Sutman, 1970; Ryan &Aikenhead, 1992), students’ values (Koballa, 1988), and students’ images of scientists (Driver, Leach, Millar, & Scott,…”
Understanding Students' Practical Epistemologies and Their Influence on Learning Through Inquiry (2005, background): “Lederman and colleagues have developed an openended questionnaire that they supplement with interviews to clarify student positions on a variety of epistemological themes, and have used this approach in recent studies (Khishfe & Abd-El-Khalick, 2002; Lederman et al., 2002).”
Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study (2008, methodology): “, AAAS, 1990; NRC, 1996) and by science education researchers (e.g., Abd-El-Khalick et al., 1998, 2004; Lederman et al., 2002) both as accessible and relevant to precollege students, as well as central to their understandings of the nature and workings of the scientific enterprise.”
Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry (2004, background): “Abd-El-Khalick, Lederman, and their colleagues have recently argued that epistemological development must be an explicit instructional goal (Abd-El-Khalick & Lederman, 2000; Lederman et al., 2002) and that explicit instruction can change students’ conceptions (Khishfe & Abd-El-Khalick, 2002).”
Urban Middle-School Students' Attitudes Toward a Defined Science (2004, background): “Most researchers define attitude as a mental concept that depicts favorable or unfavorable feelings toward an object ( Koballa, 1988; Olarewaju, 1988; Shringley, Koballa, & Simpson, 1988; Simpson et al., 1994; Weinburgh & Engelhard, 1994; Zacharia, in press).”