Coordination of Theory and Evidence: Effect of Epistemological Theories on Students' Laboratory Practice

Autor/inn/en	Havdala, Rachel; Ashkenazi, Guy
Titel	Coordination of Theory and Evidence: Effect of Epistemological Theories on Students' Laboratory Practice
Quelle	In: Journal of Research in Science Teaching, 44 (2007) 8, S.1134-1159 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20215
Schlagwörter	Student Attitudes; Theory Practice Relationship; Correlation; Epistemology; Laboratory Training; Science Interests; Chemistry; Interviews; Student Surveys; Undergraduate Students; Inferences; Constructivism (Learning); Abstract Reasoning + Suchen Sie Ihr Suchwort? Schülerverhalten; Theorie-Praxis-Beziehung; Korrelation; Erkenntnistheorie; Laborkunde; Chemie; Interviewing; Interviewtechnik; Schülerbefragung; Inference; Inferenz; Abstraktes Denken; Denken
Abstract	Students' views about science were correlated with their approaches to lab practice. Three distinct cases are discussed in detail: empiricist-oriented, rationalist-oriented, and constructivist-oriented students. A coherent epistemological theory was constructed for each case, by considering the different degrees of certainty and confidence each student attributed to theoretical versus experimental knowledge in science. These theories could explain the difference between the students' methods of preparation for the lab session and their approaches to writing the lab report. It was shown that overconfidence in one type of knowledge led to oversimplification of the relation between theory and evidence. Findings suggest that epistemological theories play a crucial role in determining whether and how students coordinate theory and empirical evidence in their lab practice. Inspecting and correcting students' lab reports in accordance with these findings can offer an easy way to identify students' epistemological theories and to provide appropriate feedback. Interview Protocol is appended. (Contains 1 note and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10