What Went Wrong? Literature Students are More Informed About the Nature of Science than Science Students
The purpose of this study was to investigate science-math (SM) and literature-math (LM) branches of high school students' views on NOS and to compare their beliefs about NOS. The study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and 60 in the litera...
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| Veröffentlicht in: | Egitim ve Bilim 2011-01, Vol.36 (159), p.219 |
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| container_title | Egitim ve Bilim |
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| creator | Dogan, Nihal |
| description | The purpose of this study was to investigate science-math (SM) and literature-math (LM)
branches of high school students' views on NOS and to compare their beliefs about NOS. The
study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and
60 in the literature-math branch). Some significant differences were found between science-math and literature-math students' conceptions of NOS. The results indicate that compared to sciencemath branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion. The results of this study introduce one of the reasons why science-math students enroll in courses on history of science and philosophy of science during high school. |
| format | Article |
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branches of high school students' views on NOS and to compare their beliefs about NOS. The
study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and
60 in the literature-math branch). Some significant differences were found between science-math and literature-math students' conceptions of NOS. The results indicate that compared to sciencemath branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion. The results of this study introduce one of the reasons why science-math students enroll in courses on history of science and philosophy of science during high school.</description><identifier>ISSN: 1300-1337</identifier><language>eng</language><publisher>Ankara: Ted Yayınları</publisher><subject>Eğitim Bilimleri ; Scientific Principles</subject><ispartof>Egitim ve Bilim, 2011-01, Vol.36 (159), p.219</ispartof><rights>Copyright Turk Egitim Dernegi 2011</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780</link.rule.ids></links><search><contributor>Aydoğan,Murat</contributor><contributor>Gelbal,Selahattin</contributor><contributor>Olkun,Sinan</contributor><creatorcontrib>Dogan, Nihal</creatorcontrib><title>What Went Wrong? Literature Students are More Informed About the Nature of Science than Science Students</title><title>Egitim ve Bilim</title><description>The purpose of this study was to investigate science-math (SM) and literature-math (LM)
branches of high school students' views on NOS and to compare their beliefs about NOS. The
study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and
60 in the literature-math branch). Some significant differences were found between science-math and literature-math students' conceptions of NOS. The results indicate that compared to sciencemath branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion. The results of this study introduce one of the reasons why science-math students enroll in courses on history of science and philosophy of science during high school.</description><subject>Eğitim Bilimleri</subject><subject>Scientific Principles</subject><issn>1300-1337</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2011</creationdate><recordtype>article</recordtype><sourceid>8G5</sourceid><sourceid>BENPR</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNpFjU9LxDAQxXNQcFn3OwQEb4X86SbNScq6aqHqYRf2WKbN1Hapibbp9zdQXS9veG9-8-aKrLhkLOFS6huymaYzY4wzLbhWK9KdOgj0hC7K6N3HAy37gCOEeUR6CLONm4lCNK8-SuFaP36ipXnt50BDh_RtYX1LD02PrsGYgruYv45bct3CMOHmd67J8Wl_3L0k5ftzscvLpN-aNNEawDDe2Aw12LqWmYImQyFaUAKkMWkDaARTjBkbESWtUBKzrYFUWSHlmtwttV-j_55xCtXZz6OLHyseb7KUZyqN1P1C9RZh8G7oHf6DxeM-LyujOJM_Cp1fzw</recordid><startdate>201101</startdate><enddate>201101</enddate><creator>Dogan, Nihal</creator><general>Ted Yayınları</general><general>Turk Egitim Dernegi</general><scope>IEBAR</scope><scope>0-V</scope><scope>3V.</scope><scope>7XB</scope><scope>8FK</scope><scope>8G5</scope><scope>ABUWG</scope><scope>AFKRA</scope><scope>ALSLI</scope><scope>AZQEC</scope><scope>BENPR</scope><scope>CCPQU</scope><scope>CJNVE</scope><scope>DWQXO</scope><scope>EDSIH</scope><scope>GNUQQ</scope><scope>GUQSH</scope><scope>M0P</scope><scope>M2O</scope><scope>MBDVC</scope><scope>PQEDU</scope><scope>PQEST</scope><scope>PQQKQ</scope><scope>PQUKI</scope><scope>PRINS</scope><scope>Q9U</scope></search><sort><creationdate>201101</creationdate><title>What Went Wrong? Literature Students are More Informed About the Nature of Science than Science Students</title><author>Dogan, Nihal</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-i594-77aa901cd8e7adbb386ac8e22fa62a3994cae9206009de7a63d263e859a46d233</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>eng</language><creationdate>2011</creationdate><topic>Eğitim Bilimleri</topic><topic>Scientific Principles</topic><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Dogan, Nihal</creatorcontrib><collection>Idealonline online kütüphane - Journals</collection><collection>ProQuest Social Sciences Premium Collection</collection><collection>ProQuest Central (Corporate)</collection><collection>ProQuest Central (purchase pre-March 2016)</collection><collection>ProQuest Central (Alumni) (purchase pre-March 2016)</collection><collection>Research Library (Alumni Edition)</collection><collection>ProQuest Central (Alumni Edition)</collection><collection>ProQuest Central UK/Ireland</collection><collection>Social Science Premium Collection</collection><collection>ProQuest Central Essentials</collection><collection>ProQuest Central</collection><collection>ProQuest One Community College</collection><collection>Education Collection</collection><collection>ProQuest Central Korea</collection><collection>Turkey Database</collection><collection>ProQuest Central Student</collection><collection>Research Library Prep</collection><collection>Education Database</collection><collection>Research Library</collection><collection>Research Library (Corporate)</collection><collection>ProQuest One Education</collection><collection>ProQuest One Academic Eastern Edition (DO NOT USE)</collection><collection>ProQuest One Academic</collection><collection>ProQuest One Academic UKI Edition</collection><collection>ProQuest Central China</collection><collection>ProQuest Central Basic</collection><jtitle>Egitim ve Bilim</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Dogan, Nihal</au><au>Aydoğan,Murat</au><au>Gelbal,Selahattin</au><au>Olkun,Sinan</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>What Went Wrong? Literature Students are More Informed About the Nature of Science than Science Students</atitle><jtitle>Egitim ve Bilim</jtitle><date>2011-01</date><risdate>2011</risdate><volume>36</volume><issue>159</issue><spage>219</spage><pages>219-</pages><issn>1300-1337</issn><abstract>The purpose of this study was to investigate science-math (SM) and literature-math (LM)
branches of high school students' views on NOS and to compare their beliefs about NOS. The
study's sample consisted of 120 Turkish 11th grade students (60 in the science-math branch and
60 in the literature-math branch). Some significant differences were found between science-math and literature-math students' conceptions of NOS. The results indicate that compared to sciencemath branch students, literature-math branch students seemed to be more informed about the tentativeness of scientific knowledge, arriving at scientific knowledge, differences in scientific knowledge and scientific opinion. The results of this study introduce one of the reasons why science-math students enroll in courses on history of science and philosophy of science during high school.</abstract><cop>Ankara</cop><pub>Ted Yayınları</pub></addata></record> |
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| identifier | ISSN: 1300-1337 |
| ispartof | Egitim ve Bilim, 2011-01, Vol.36 (159), p.219 |
| issn | 1300-1337 |
| language | eng |
| recordid | cdi_proquest_journals_1009841864 |
| source | Education Source |
| subjects | Eğitim Bilimleri Scientific Principles |
| title | What Went Wrong? Literature Students are More Informed About the Nature of Science than Science Students |
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