Sixth-Grade Students' Epistemologies of Science: The Impact of School Science Experiences on Epistemological Development

By Carol L. Smith, Deborah Maclin, Carolyn Houghton, M. Hennessey. 2000

391 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e77500e6bfc1d4a776345ffda1bad223e506fe18

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Inquiry in Interaction: How Local Adaptations of Curricula Shape Classroom Communities (2004, background): “Further, our analysis of the normative purpose has obvious connections to the ongoing debates and empirical studies about the importance of and exact nature of authentic science activities in classrooms (Buxton, 2001; Rahm, Miller, Hartley, & Moore, 2003; Roth & Roychoudhury, 1993; Smith, Maclin, H”
Cognitive Apprenticeship in Science through Immersion in Laboratory Practices (2007, background): “Studies of secondary students in other educational programs indicate that beliefs about the nature of science are very resistant to change (Abd‐El‐Khalick & Lederman, 2000b ; Bell et al, 2003 ; Smith, Maclin, Houghton, & Hennessey, 2000 ; Stake & Mares, 2001 ).”
Influence of Explicit and Reflective versus Implicit Inquiry-Oriented Instruction on Sixth Graders' Views of Nature of Science. (2002, background): “…fail to appreciate the role of scientists’ ideas in guiding scientific investigations, which they believe adhere to prescribed stepwise methods that exclude elements of imagination and creativity from the process of generating valid knowledge (BouJaoude, 1996; Meichtry, 1992; Smith et al., 2000).”
The marginalized identities of sense-makers: Reframing engineering student retention (2010, background): “These experiences underscore a finding from Stevens et al. (2008) and others: when in-school experiences seem at odds with students’ identities, those students might find support extramurally.”
Teaching Nature of Science to K‐2 Students: What understandings can they attain? (2010, background): “Indeed, research has shown that experienced middle grade teachers can positively influence their students’ views of NOS with appropriate instruction (Smith, Maclin, Houghton, & Hennessey, 2000 ).”
Changes in epistemological beliefs in elementary science students (2004, background): “Work in this area suggests that elementary school children in constructivist classrooms develop more sophisticated epistemological stances than do those in traditional classrooms (Smith et al., 2000).”
Examining students' views on the nature of science: Results from Korean 6th, 8th, and 10th graders (2005, methodology): “Although there have not been many studies concerning elementary school students’ views on the NOS, a few of them successfully explored elementary-aged students’ scientific epistemologies using qualitative methods such as an interview (e.g., Smith et al., 2000).”