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Conference Paper: Characterizing 10- to 12-Year-Olds' Epistemic View of Science: Science as Collective Theory-Building Process
| Title | Characterizing 10- to 12-Year-Olds' Epistemic View of Science: Science as Collective Theory-Building Process |
|---|---|
| Authors | |
| Issue Date | 2016 |
| Publisher | American Educational Research Association. |
| Citation | 2016 American Educational Research Association Annual Meeting: Public Scholarhip to Educate Diverse Democracies, Washington, DC, 8-12 April 2016 How to Cite? |
| Abstract | This study characterized elementary students’ epistemic view of science from collective theory building perspective. Open-ended questions and coding were developed to examine and characterize children's epistemic understanding of science: four key themes were identified including role of idea, theory-fact understanding, theory revision and creation, and social process of scientific progress. The general pattern showed that how students viewed scientific inquiry ranged from seeing it as a mechanical process involving concrete materials and sets of scientific skills, to viewing science as an idea-driven process comprising collective theory-building and knowledge creation. Quantitative analysis indicated that this conceptualized epistemic view is an important predictor of students’ science learning. |
| Persistent Identifier | http://hdl.handle.net/10722/263681 |
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Lin, F | - |
| dc.contributor.author | Chan, CKK | - |
| dc.date.accessioned | 2018-10-22T07:42:53Z | - |
| dc.date.available | 2018-10-22T07:42:53Z | - |
| dc.date.issued | 2016 | - |
| dc.identifier.citation | 2016 American Educational Research Association Annual Meeting: Public Scholarhip to Educate Diverse Democracies, Washington, DC, 8-12 April 2016 | - |
| dc.identifier.uri | http://hdl.handle.net/10722/263681 | - |
| dc.description.abstract | This study characterized elementary students’ epistemic view of science from collective theory building perspective. Open-ended questions and coding were developed to examine and characterize children's epistemic understanding of science: four key themes were identified including role of idea, theory-fact understanding, theory revision and creation, and social process of scientific progress. The general pattern showed that how students viewed scientific inquiry ranged from seeing it as a mechanical process involving concrete materials and sets of scientific skills, to viewing science as an idea-driven process comprising collective theory-building and knowledge creation. Quantitative analysis indicated that this conceptualized epistemic view is an important predictor of students’ science learning. | - |
| dc.language | eng | - |
| dc.publisher | American Educational Research Association. | - |
| dc.relation.ispartof | American Educational Research Association Annual Meeting | - |
| dc.rights | This work may be downloaded only. It may not be copied or used for any purpose other than scholarship. If you wish to make copies or use it for a nonscholarly purpose, please contact AERA directly. | - |
| dc.title | Characterizing 10- to 12-Year-Olds' Epistemic View of Science: Science as Collective Theory-Building Process | - |
| dc.type | Conference_Paper | - |
| dc.identifier.email | Chan, CKK: ckkchan@hku.hk | - |
| dc.identifier.authority | Chan, CKK=rp00891 | - |
| dc.identifier.hkuros | 295462 | - |
| dc.publisher.place | Washington, DC | - |