Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics
Tsedeke Abate 1 2 * , Kassa Michael 1, Carl Angell 3
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1 Department of SME, Addis Ababa University, P.O. Box 1176, Addis Ababa, ETHIOPIA
2 Department of Natural Sciences, Hossana College of Teachers Education, P.O. Box 94, Hossana, ETHIOPIA
3 Department of Physics, University of Oslo, NORWAY
* Corresponding Author

Abstract

The purpose of this study was to explore grade eight students’ views in terms of different scientific reasoning progress levels. To explore students’ views, phenomenographic study was used. The qualitative analysis of students’ interviews elicited three major themes of students’ views about scientific reasoning progress levels: naïve, mixed, and scientific, along with the underlying ways of reasoning patterns. It was revealed that students think that scientific knowledge is static, fixed, universal, certain, and unchangeable. It is recommended that a need to consider an inquiry-based teaching in combination with the contextualized approach of nature of science in school science curriculum and classroom instruction to promote students’ scientific views on the nature of science and higher scientific reasoning abilities.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/10834

EURASIA J Math Sci Tech Ed, 2021 - Volume 17 Issue 5, Article No: em1958

Publication date: 15 Apr 2021

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