Views on the philosophy of science among undergraduate science students and their tutors at the University of Papua New Guinea: origins, progression, enculturation and destinations

Abstract

Using a schedule originated by Nott and Wellington to explore science teachers’ views on the philosophy of science, data were gathered at the University of Papua New Guinea. Similarities in response were established for successive first year intakes of science undergraduates (1999–2000). Students with experience in national high schools or Australian high schools responded more positively than their provincial secondary school trained peers to items indicating that the findings of scientific enquiry were universally true. A cross‐sectional analysis showed the undergraduates in the third and fourth years to be more process orientated than the first or second years. Both the first and second years were different in their views compared with their tutors in the relativism–positivism scale, where they were more positivist, the contextualism–decontextualism scale, where they were less decontextualist, and the process–content scale where they were considerably less process orientated. Those with a preferred career destination of medicine were slightly more decontextualist in outlook while being marginally realist, those with a preferred physical science career being very weakly instrumentalist. The results can be interpreted in terms of respondents’ experiences in secondary schooling and on programmes at the University of Papua New Guinea.

Notes

*Corresponding author: Gatsby Technical Education Projects, Allington House (First Floor), 150 Victoria Street, London SW1E 5AE, UK. Email: [email protected]

Additional information

Notes on contributors

Martin Monk

*Corresponding author: Gatsby Technical Education Projects, Allington House (First Floor), 150 Victoria Street, London SW1E 5AE, UK. Email: [email protected]