Students' and teachers' conceptions of the nature of science: A review of the research
1992/04/01 by Norman G. Lederman · 2,149 citations
Psychology · Social Sciences · #Animal and Plant Science Education #Educational research #Empirical research #Engineering ethics #Epistemology #Mathematics education #Nature of Science #Pedagogy #Psychology #Qualitative research #Research methodology #Science Education and Pedagogy #Science Education and Perceptions #Science education #Social science #Sociology
paper · doi:10.1002/tea.3660290404
published in Journal of Research in Science Teaching 29(4), 331-359 (Wiley)
openalex publication_date 1992/04/01 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/05
Abstract
Abstract The development of adequate student conceptions of the nature of science has been a perennial objective of science instruction regardless of the currently advocated pedagogical or curricular emphases. Consequently, it has been an area of prolific research characterized by several parallel, but distinct, lines of investigation. Although research related to students' and teachers' conceptions of the nature of science has been conducted for approximately 40 years, a comprehensive review of the empirical literature (both quantitative and qualitative) has yet to be presented. The overall purpose of this review is to help clarify what has been learned and to elucidate the basic assumptions and logic which have guided earlier research efforts. Ultimately, recommendations related to both methodology and the focus of future research are offered.
Citations
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