Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory.

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Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory. / Agustian, Hendra Yusup.

I: Electronic Journal for Research in Science & Mathematics Education, Bind 24, Nr. 2, 2020, s. 56-85.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Agustian, HY 2020, 'Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory.', Electronic Journal for Research in Science & Mathematics Education, bind 24, nr. 2, s. 56-85. <https://ejse.southwestern.edu/article/view/19986>

APA

Agustian, H. Y. (2020). Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory. Electronic Journal for Research in Science & Mathematics Education, 24(2), 56-85. https://ejse.southwestern.edu/article/view/19986

Vancouver

Agustian HY. Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory. Electronic Journal for Research in Science & Mathematics Education. 2020;24(2):56-85.

Author

Agustian, Hendra Yusup. / Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory. I: Electronic Journal for Research in Science & Mathematics Education. 2020 ; Bind 24, Nr. 2. s. 56-85.

Bibtex

@article{7501a825f7204e8ab00f53c774bf4698,
title = "Students{\textquoteright} understanding of the nature of science in the context of an undergraduate chemistry laboratory.",
abstract = "This study focused on exploring and evaluating students{\textquoteright} views of the Nature of Science in the context of undergraduate chemistry laboratory. Thirty-six undergraduate students doing a laboratory course in upper division physical chemistry were assessed using an open-ended instrument and assessment criteria that categorise them in three levels of understanding. Results revealed that in general, the undergraduate students have transitional views of the nature of science, a level between na{\"i}ve and informed views. The findings led to a substantiated argument for incorporating the nature of science in undergraduate science curricula.",
author = "Agustian, {Hendra Yusup}",
year = "2020",
language = "English",
volume = "24",
pages = "56--85",
journal = "Electronic Journal for Research in Science & Mathematics Education",
number = "2",

}

RIS

TY - JOUR

T1 - Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory.

AU - Agustian, Hendra Yusup

PY - 2020

Y1 - 2020

N2 - This study focused on exploring and evaluating students’ views of the Nature of Science in the context of undergraduate chemistry laboratory. Thirty-six undergraduate students doing a laboratory course in upper division physical chemistry were assessed using an open-ended instrument and assessment criteria that categorise them in three levels of understanding. Results revealed that in general, the undergraduate students have transitional views of the nature of science, a level between naïve and informed views. The findings led to a substantiated argument for incorporating the nature of science in undergraduate science curricula.

AB - This study focused on exploring and evaluating students’ views of the Nature of Science in the context of undergraduate chemistry laboratory. Thirty-six undergraduate students doing a laboratory course in upper division physical chemistry were assessed using an open-ended instrument and assessment criteria that categorise them in three levels of understanding. Results revealed that in general, the undergraduate students have transitional views of the nature of science, a level between naïve and informed views. The findings led to a substantiated argument for incorporating the nature of science in undergraduate science curricula.

M3 - Journal article

VL - 24

SP - 56

EP - 85

JO - Electronic Journal for Research in Science & Mathematics Education

JF - Electronic Journal for Research in Science & Mathematics Education

IS - 2

ER -

ID: 244043550