Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics

Tsedeke Abate; Kassa Michael; Carl Angell

doi:10.29333/ejmste/10834

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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, ETHIOPIA² Department of Natural Sciences, Hossana College of Teachers Education, P.O. Box 94, Hossana, ETHIOPIA³ 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.

Keywords

scientific reasoning
students’ view
phenomenographic study
nature of science

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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

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

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

Publication date: 15 Apr 2021

Article Views: 2336

Article Downloads: 1427

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Declaration of Conflict of Interest: No conflict of interest is declared by author(s).

Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author(s).

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APA

Abate, T., Michael, K., & Angell, C. (2021). Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1958. https://doi.org/10.29333/ejmste/10834

Vancouver

Abate T, Michael K, Angell C. Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics. EURASIA J Math Sci Tech Ed. 2021;17(5):em1958. https://doi.org/10.29333/ejmste/10834

AMA

Abate T, Michael K, Angell C. Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics. EURASIA J Math Sci Tech Ed. 2021;17(5), em1958. https://doi.org/10.29333/ejmste/10834

Chicago

Abate, Tsedeke, Kassa Michael, and Carl Angell. "Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 5 (2021): em1958. https://doi.org/10.29333/ejmste/10834

Harvard

Abate, T., Michael, K., and Angell, C. (2021). Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics. Eurasia Journal of Mathematics, Science and Technology Education, 17(5), em1958. https://doi.org/10.29333/ejmste/10834

MLA

Abate, Tsedeke et al. "Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 5, 2021, em1958. https://doi.org/10.29333/ejmste/10834