How do students make sense of science

Abstract

Students' views of science were investigated and were shown to become more sophisticated as a result of a one-semester course (Grade 8) featuring integrated understanding of science. Their views were characterized concerning (a) how scientists explain phenomena and settle disputes such as determining which theory is best, (b) whether scientists prefer parsimonious or descriptive explanations, (c) whether science knowledge applies to everyday problems or only to laboratory experiments, and (d) whether science can be learned by memorization or by understanding principles. The relations between these views and learning thermodynamics were studied by evaluating isolated thermodynamic information, abstract understanding of thermal events, and principled understanding applicable to everyday problems. Sophisticated beliefs about science were found to accompany integrated understanding of thermodynamics