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Abstract
This qualitative study compares the views about nature of science (NOS) between students enrolled in a traditional lecture and laboratory course and students in an inquiry-based class to the view of the scientists who taught the course. We administered the Views of Nature of Science Form C (VNOS-C) to identify students’ views after partaking in two different pedagogical-style courses (either the traditional course or inquiry-based course). We report on two aspects of VNOS-C: definition and explanation of science and role of creativity and imagination within the scientific process. The data showed that the students in the inquiry-based section held slightly more concrete views of creativity and imagination in science and more informed views of science and that they held similar NOS views to the scientist. This study shows that even if you teach inquiry as means, students tend to form transitional or even informed views of the roles of imagination and creativity in the scientific endeavor.
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Notes on contributors
Alex T. St. Louis
Alex T. St. Louis ([email protected]) is a instructor in the College of Education and Human Development and coordinator in the Center for Undergraduate Research and Scholarship at Augusta University in Augusta, Georgia; and Hayat Hokayem ([email protected]) is a associate professor of science education in the Andrews Institute for Research in Mathematics and Science Education at Texas Christian University in Fort Worth, Texas.
Hayat Hokayem
Alex T. St. Louis ([email protected]) is a instructor in the College of Education and Human Development and coordinator in the Center for Undergraduate Research and Scholarship at Augusta University in Augusta, Georgia; and Hayat Hokayem ([email protected]) is a associate professor of science education in the Andrews Institute for Research in Mathematics and Science Education at Texas Christian University in Fort Worth, Texas.