84 research outputs found
The relationship between students' views of the nature of science and their views of the nature of scientific measurement
The present study explores the relationship between studentsâ views on the nature of science (NOS) and their views of the nature of scientific measurement. A questionnaire with two-tier diagnostic multiple choice items on both the NOS and measurement was administered to 179 first year physics students with diverse school experiences. Studentsâ views on the NOS were classified into four âNOS profilesâ and views on measurement were classified according to either the point or set paradigms. The findings show that students with a NOS profile which is dominated by a belief that the laws of nature are to be discovered by scientists, are more likely to have a view of the nature of scientific measurement characterised by a belief in âtrueâ values. On the other hand, students who believe that scientific theories are inventions of scientists, constructed from observations which are then validated through further experimentation, are more likely to have a view of the nature of scientific measurement which is underpinned by the uncertain nature of scientific evidence. The implications for teaching scientific measurement at tertiary level are discussed
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Minority ethnic students and science participation: a qualitative mapping of achievement, aspiration, interest and capital
In the UK, the âleaky pipelineâ metaphor has been used to describe the relationship between ethnicity and science participation. Fewer minority ethnic students continue with science in post-compulsory education, and little is known about the ways in which they participate and identify with science, particularly in the secondary school context. Drawing on an exploratory study of 46 interviews and 22 h of classroom observations with British students (aged 11â14) from Black Caribbean, Bangladeshi, Pakistani, Indian and Chinese ethnic backgrounds, this paper identified five âtypesâ of science participation among minority ethnic students. The five types of science participation emerged from an analysis of studentsâ science achievement, science aspiration, science interest and science capital. The characteristics of the five types are as follows: Science adverse students have no aspirations towards science and lacked interest, achievement and capital in science. Science intrinsic students have high science aspirations, interest and capital but low science attainment. Students who are science intermediate have some aspirations, interest and capital in science, with average science grades. Science extrinsic students achieve highly in science, have some science capital but lacked science aspirations and/or interest. Science prominent students are high science achievers with science aspirations, high levels of interest and capital in science. The findings highlight that minority ethnic students participate in science in diverse ways. Policy implications are suggested for each type as this paper provides empirical evidence to counter against public (and even some academic) discourses of minority ethnic students as a homogeneous group
A synthesis of recent analyses of human resources for health requirements and labour market dynamics in high-income OECD countries
The Relationship between Studentsâ Views of the Nature of Science and their Views of the Nature of Scientific Measurement
Forecasting the regional distribution and sufficiency of physicians in Japan with a coupled system dynamicsâgeographic information system model
Aging Baby Boomers and the Generational Housing Bubble: Foresight and Mitigation of an Epic Transition
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