The DOI matches its Crossref record; 11 of the 12 references it cites were found in a registry or an index.
‘An experiment is when you try it and see if it works’: a study of grade 7 students’ understanding of the construction of scientific knowledge
Abstract
The research reported here focuses on grade 7 (12‐year‐old) students’ epistomological views prior to and after exposure to a teaching unit especially developed to introduce the constructivist view of science. A clinical interview was used to assess students’ understanding about the nature of scientific knowledge and inquiry. Students’ initial epistemological stance is that scientific knowledge is a passively acquired, faithful copy of the world, and that scientific inquiry is limited solely to observing rather than constructing explanations about nature. We found that it is possible to move students beyond this initial view.
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In the citing paper
“Carey et al. (1989) found that a majority of seventh graders believed that scientific knowledge is a faithful copy of nature and that scientific inquiry is a Baconian process of observing facts rather than a process of constructing theories to account for empirical observations.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Carey et al. (1989)
In the citing paper
“In addition, it appears that children (and even some adults) do not make the same sharp distinction between theories and evidence that scientists do (Carey, Evans, Honda, Jay, & Unger, 1989; D. Kuhn, 1989; D. Kuhn, Amsel, & O'Loughlin, 1988).”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Carey, Evans, Honda, Jay, & Unger, 1989
In the citing paper
“In the domain of science, Carey et al. (1989) developed a 3-week instructional unit blending an enculturation approach with some explicit instruction on the scientific method.As a result of this short intervention, students showed a marked increase in their understanding of the nature and purposes of scientific inquiry.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Carey et al. (1989)
In the citing paper
“There is some empirical support for the notion that enculturation methods can foster the development of epistemological commitments.”
From The role of anomalous data in knowledge acquisition: A theoretical framework and implications for science instruction. (1993) · cites this paper as Carey et al. (1989)
Citations
Cites
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Perry, & William, G. (1970) · Cited by 1,840
Handbook of developmental psychology
Wolman, B. B., & Stricker, G. (1982) · Prentice Hall eBooks · Cited by 895
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Toward a philosophically more valid science curriculum
Hodson, D. (1988) · Science Education · doi:10.1002/sce.3730720103 · Cited by 298
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The Development of Problem-Solving Strategies
Kuhn, D., & Phelps, E. (1982) · Advances in child development and behavior · doi:10.1016/s0065-2407(08)60356-0 · Cited by 176
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Research works printed but not linked: 5
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- Kuhn D., 1982, Advances in Child Development and Behaviour, 17
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- Nadeau R., 1984, Epistemology and the Teaching of Science
Cited by
Sorted by citations
Students' and teachers' conceptions of the nature of science: A review of the research
Lederman, N. G. (1992) · Journal of Research in Science Teaching · doi:10.1002/tea.3660290404 · Cited by 2,241
Inquiry, modeling, and metacognition: making science accessible to all students
White, B. Y., & Frederiksen, J. R. (1998) · Cognition and Instruction · doi:10.1207/s1532690xci1601_2 · Cited by 1,394
Chinn, C. A., & Brewer, W. F. (1993) · Review of Educational Research · doi:10.3102/00346543063001001 · Cited by 1,393
Epistemologically Authentic Inquiry in Schools: A Theoretical Framework for Evaluating Inquiry Tasks
Chinn, C., & Malhotra, B. A. (2002) · Science Education · doi:10.1002/sce.10001 · Cited by 1,433
Pea, R. D. (2004) · Journal of the Learning Sciences · doi:10.1207/s15327809jls1303_6 · Cited by 1,047
Metadata
- Authors
- Carey, S., Evans, R., Honda, M., Jay, E., & Unger, C.
- Affiliations
- Harvard University (US)
- ORCID
- Carey, Susan
- Venue
- International Journal of Science Education
- Publisher
- Informa UK Limited
- Published
- 1989-11
- Volume
- 11
- Issue
- 5
- Pages
- 514-529
- ISSN
- 0950-0693 (ISSN-L)
- 1464-5289
- OpenAlex
- W2107324590
- Cited by
- 425
- References
- 12
- Citations by year
- 2026: 3 · 2025: 7 · 2024: 8 · 2023: 7 · 2022: 7 · 2021: 11 · 2020: 11 · 2019: 12 · 2018: 19 · 2017: 11 · 2016: 13 · 2015: 22 · 2014: 19 · 2013: 21 · 2012: 18
- FWCI
- 20.61
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- International Journal of Science Education (publishedVersion)
- University of New Hampshire Scholars Repository (University of New Hampshire at Manchester) (submittedVersion)
- Funders
- Massachusetts Institute of Technology
- Topics
- Social Sciences › Education › Science Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Strategies and Epistemologies
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Evolution and Science Education
- Keywords
- epistemological beliefs, nature of scientific knowledge, scientific inquiry, constructivism, constructivist teaching, seventh grade students, secondary school science, student understanding of science, clinical interview
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