Undergraduate science research projects and students - School of ...

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Undergraduate Learning in Science Project Working Paper 5Contents1 Introduction 71.1 Existing work on students’ images of science 81.2 Methodological focus of the study 112 Outline of the study 123 Students’ images of the nature of science: aquestion-by-question analysis 153.1 Question 1: How do scientists decide which questions to investigate 153.1.1 Curiosity led 153.1.2 Extending knowledge in a field 163.1.3 Utilitarian 163.1.4 Financial benefit 173.1.5 Discussion 193.2 Question 2: Why do scientists do experiments? 203.2.1 Types of ‘experiment’ 203.2.2 Why do scientists do experiments? 223.2.3 Discussion 243.3 Question 3: How can good scientific work be distinguished from badscientific work? 263.3.1 Procedural criteria 263.3.2 Critical approach to experimentation 263.3.3 A sceptical questioning approach to interpretation andexplanation 283.3.4 Strategic aspects of a research programme 293.3.5 Relating work to other work in a field 293.3.6 Ethical criteria are involved in distinguishing good and badscience 303.3.7 Communication skills of good as opposed to bad scientists 313.3.8 Discussion 313.4 Question 4: Why do you think that some scientific work stands thetest of time whilst other scientific work is forgotten? 323.4.1 Revolutionary breakthroughs 333.4.2 Coherent development of a field 343.4.3 The inherent quality of research 373.4.4 Research with practical benefits 373.4.5 Theories which are difficult to test 383.4.6 Discussion 383.5 Question 5: How are conflicts of ideas resolved in the scientificcommunity? 403.5.1 Why differences between scientists occur 403.5.2 How conflicts are resolved 423.5.3 Discussion 464
Undergraduate Learning in Science Project Working Paper 54 A framework for the characterisation of students’epistemological and sociological reasoning about science 484.1 The development of a framework of students’ epistemologicaland sociological reasoning 494.2 Epistemological dimension of students’ reasoning 494.2.1 The nature of knowledge claims in science 494.2.2 The nature of lines of scientific enquiry 524.3 Sociological dimension of students’ reasoning 535 Longitudinal profiles of individual student’s epistemologicaland sociological reasoning about science 555.1 Method used for making comparisons 555.2 Characterisation of the nature of longitudinal differences 565.2.1 Longitudinal differences in reasoning about the nature ofscientific knowledge claims 565.2.2 Longitudinal differences in reasoning about the nature of linesof scientific enquiry 565.2.3 Longitudinal differences in reasoning about the nature ofscience as a community 565.2.4 Some discipline-specific issues 576 Case studies: the interaction of research projectexperiences and longitudinal changes in students’profiles of epistemological and sociological reasoning 586.1 Student A: The relationship between experimental data andscientific theory 586.1.1 The project 586.1.2 The nature of scientific knowledge claims 596.2 Student G: A sophisticated view of the relationship betweenmultiple models and experimental data 626.2.1 The project 626.2.2 Student G’s epistemological profile 636.2.3 Student G’s epistemological outlook: origins and influences 646.3 Student J: Changes in views of the nature of lines of scientificenquiry 676.3.1 The project 676.3.2 The nature of scientific knowledge claims 686.3.3 The nature of lines of scientific enquiry 696.4 An overview of the case studies 717 Discussion and educational implications 737.1 What are the main images of science held by final yearundergraduate science students? 737.2 What significance can be attributed to the findings? 757.3 Science as a contextual activity: implications for undergraduate5
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