Cross-Cultural Comparisons of Undergraduate Student Views of the Nature of Science

References

• Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82, 417–436. doi: 10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E
   Web of Science ®Google Scholar
• Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37, 1057–1095. doi: 10.1002/1098-2736(200012)37:10<1057::AID-TEA3>3.0.CO;2-C
   Web of Science ®Google Scholar
• Aikenhead, G., & Ryan, A. (1992). The development of a new instrument: ‘Views on science-technology-society’ (VOSTS). Science Education, 76, 477–491. doi: 10.1002/sce.3730760503
   Web of Science ®Google Scholar
• American Association for the Advancement of Science. (1993). Benchmarks for science literacy: A project 2061 report. New York, NY: Oxford University Press.
   Google Scholar
• Au, K. (2007). Culturally responsive instruction: Application to multiethnic classrooms. Pedagogies: An International Journal, 2, 1–18. doi: 10.1080/15544800701343562
   Google Scholar
• Bendixen, L. D., & Rule, D. C. (2004). An integrative approach to personal epistemology: A guiding model. Educational Psychologist, 39, 69–80. doi: 10.1207/s15326985ep3901_7
   Web of Science ®Google Scholar
• Billingsley, B., Taber, K., Riga, F., & Newdick, H. (2013). Secondary school students’ epistemic insight into the relationships between science and religion—a preliminary enquiry. Research in Science Education, 43, 1715–1732. doi: 10.1007/s11165-012-9317-y
   Web of Science ®Google Scholar
• Cavallo, A. M. L., Rozman, M., Blickenstaff, J., & Walker, N. (2003). Learning, reasoning, motivation, and epistemological beliefs. Journal of College Science Teaching, 33, 18–23.
   Google Scholar
• Chai, C. S., Deng, F., & Tsai, C.-C. (2012). A comparison of scientific epistemological views between mainland China and Taiwan high school students. Asia Pacific Education Review, 13, 17–26. doi: 10.1007/s12564-011-9174-9
   Web of Science ®Google Scholar
• Chai, C. S., Deng, F., Wong, B., & Qian, Y. (2010). South China education majors’ epistemological beliefs and their conceptions of the nature of science. The Asia-Pacific Education Researcher, 19, 111–125.
   Web of Science ®Google Scholar
• Chou, C. P., & Ho, A. H. (2007). Schooling in Taiwan. In G. Postiglione & J. Tan (Eds.), Going to school in East Asia (pp. 344–377). Westport, CT: Greenwood Press.
   Google Scholar
• Daempfle, P. (2003). An analysis of the high attrition rates among first year college science, math, and engineering majors. Journal of College Student Retention: Research, Theory, and Practice, 5, 37–52. doi: 10.2190/DWQT-TYA4-T20W-RCWH
   Google Scholar
• Dagher, Z. R., & BouJaoude, S. (2005). Students’ perceptions of the nature of evolutionary theory. Science Education, 89, 378–391. doi: 10.1002/sce.20054
   Web of Science ®Google Scholar
• Deng, F., Chen, D.-T., Tsai, C.-C., & Chai, C.-S. (2011). Students’ views of the nature of science: A critical review of research. Science Education, 95, 961–999. doi: 10.1002/sce.20460
   Web of Science ®Google Scholar
• Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45, 1083–1112. doi: 10.1002/tea.20243
   Web of Science ®Google Scholar
• Edmondson, K., & Novak, J. (1993). The interplay of scientific epistemological views, learning strategies, and attitudes of college students. Journal of Research in Science Teaching, 30, 547–559. doi: 10.1002/tea.3660300604
   Web of Science ®Google Scholar
• Fensham, P. J. (2005). Literacy, scientific. In K. Kempf-Leonard (Ed.), Encyclopedia of social measurement (Vol. 2, pp. 541–547). Oxford: Elsevier Academic Press.
   Google Scholar
• Gaskell, J. (2003). Engaging science education within diverse cultures. Curriculum Inquiry, 33, 235–249. doi: 10.1111/1467-873X.00262
   Web of Science ®Google Scholar
• Jehng, J.-C. J., Johnson, S. D., & Anderson, R. C. (1993). Schooling and students’ epistemological beliefs about learning. Contemporary Educational Psychology, 18, 23–35. doi: 10.1006/ceps.1993.1004
   Web of Science ®Google Scholar
• Kang, S., Scharmann, L. C., & Noh, T. (2005). Examining students’ views on the nature of science: Results from Korean 6th, 8th, and 10th graders. Science Education, 89, 14–334.
   Google Scholar
• Karabenick, S. A., & Moosa, S. (2005). Culture and personal epistemology: US and Middle Eastern students’ beliefs about scientific knowledge and knowing. Social Psychology of Education, 8, 375–393. doi: 10.1007/s11218-005-1826-3
   Google Scholar
• Kawagley, A., Norris-Tull, D., & Norris-Tull, R. (1998). The indigenous worldview of Yupiaq culture: Its scientific nature and relevance to the practice of teaching science. Journal of Research in Science Teaching, 35, 133–144. doi: 10.1002/(SICI)1098-2736(199802)35:2<133::AID-TEA4>3.0.CO;2-T
   Web of Science ®Google Scholar
• Khishfe, R., & Lederman, N. G. (2007). Relationship between instructional context: Student learning in genetics and nature of science. Science & Education, 19, 187–215.
   Google Scholar
• Leach, J., & Scott, P. (2003). Individual and sociocultural views of learning in science education. Science & Education, 12, 91–113. doi: 10.1023/A:1022665519862
   Google Scholar
• Lederman, N. G. (2007). Nature of science: Past, present, and future. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 831–880). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. S. (2002). Views of nature of science questionnaire: Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39, 497–521. doi: 10.1002/tea.10034
   Web of Science ®Google Scholar
• Lederman, N. G., & O'Malley, M. (1990). Students’ perceptions of tentativeness in science: Development, use and sources of change. Science Education, 74, 225–239. doi: 10.1002/sce.3730740207
   Web of Science ®Google Scholar
• Lederman, N. G., Wade, P. D., & Bell, R. L. (1998). Assessing the nature of science: What is the nature of our assessments? Science & Education, 7, 595–615. doi: 10.1023/A:1008601707321
   Google Scholar
• Lee, O., & Luykx, A. (2006). Science education and student diversity: Synthesis and research agenda. New York: Cambridge University Press.
   Google Scholar
• Lemke, J. (2001). Articulating communities: Sociocultural perspectives on science education. Journal of Research in Science Teaching, 38, 296–316. doi: 10.1002/1098-2736(200103)38:3<296::AID-TEA1007>3.0.CO;2-R
   Web of Science ®Google Scholar
• Lewis, B. F., & Collins, A. (2001). Interpretive investigation of the science-related career decisions of three African-American college students. Journal of Research in Science Teaching, 38, 599–621. doi: 10.1002/tea.1020
   Web of Science ®Google Scholar
• Liang, J.-C., Lee, M.-H., & Tsai, C.-C. (2010). The relations between scientific epistemological beliefs and approaches to learning science among science-major undergraduates in Taiwan. The Asia-Pacific Education Researcher, 19, 43–59.
   Web of Science ®Google Scholar
• Lin, T.-J., Deng, F., Chai, C. S., & Tsai, C.-C. (2013). High school students’ scientific epistemological beliefs, motivation in learning science, and their relationships: A comparative study within the Chinese culture. International Journal of Educational Development, 33, 37–47. doi: 10.1016/j.ijedudev.2012.01.007
   Web of Science ®Google Scholar
• Liu, S.-Y., & Lederman, N. G. (2002). Taiwanese gifted students’ view of nature of science. School Science and Mathematics, 102, 114–123. doi: 10.1111/j.1949-8594.2002.tb17905.x
   Google Scholar
• Liu, S.-Y., & Lederman, N. G. (2007). Exploring prospective teachers’ worldviews and conceptions of nature of science. International Journal of Science Education, 29, 1281–1307. doi: 10.1080/09500690601140019
   Web of Science ®Google Scholar
• Liu, S.-Y., & Tsai, C.-C. (2008). Differences in the scientific epistemological views of undergraduate students. International Journal of Science Education, 30, 1055–1073. doi: 10.1080/09500690701338901
   Web of Science ®Google Scholar
• Lynch, S. (2001). ‘Science for All’ is not equal to ‘one size fits all’: Linguistic and cultural diversity and science education reform. Journal of Research in Science Teaching, 38, 622–627. doi: 10.1002/tea.1021
   Web of Science ®Google Scholar
• Ma, H. (2009). Chinese secondary school science teachers’ understanding of the nature of science-emerging from their views of nature. Research in Science Education, 39, 701–724. doi: 10.1007/s11165-008-9100-2
   Web of Science ®Google Scholar
• Maple, S. A., & Stage, F. K. (1991). Influences on the choice of math/science major by gender and ethnicity. American Educational Research Journal, 28, 37–60. doi: 10.3102/00028312028001037
   Web of Science ®Google Scholar
• Martin-Dunlop, C. S. (2013). Prospective elementary teachers’ understanding of the nature of science and perceptions of the classroom learning environment. Research in Science Education, 43, 873–893. doi: 10.1007/s11165-012-9290-5
   Web of Science ®Google Scholar
• Miller, M. C. D., Montplaisir, L. M., Offerdahl, E. G., Cheng, F.-C., & Ketterling, G. L. (2010). Comparison of views of the nature of science between natural science and on science majors. CBE-Life Science Education, 9, 45–54. doi: 10.1187/cbe.09-05-0029
   PubMed Web of Science ®Google Scholar
• Muis, K. R., Bendixen, L. D., & Haerle, F. C. (2006). Domain-generality and domain-specificity in personal epistemology research: Philosophical and empirical reflections in the development of a theoretical framework. Educational Psychology Review, 18, 3–54. doi: 10.1007/s10648-006-9003-6
   Web of Science ®Google Scholar
• Mutegi, J. (2011). The inadequacies of ‘‘science for all’’ and the necessity and nature of a socially transformative curriculum approach for African-American science education. Journal of Research in Science Teaching, 48, 301–316. doi: 10.1002/tea.20410
   Web of Science ®Google Scholar
• Nagada, B. A., Gregerman, S. R., Jonides, J., & von Hippel, W. (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education, 22, 55–72. doi: 10.1353/rhe.1998.0016
   Google Scholar
• National Research Council & National Academy of Sciences. (1996). National science education standards. Washington, DC: National Academy Press.
   Google Scholar
• National Science Foundation. (2006). Science & engineering indicators 2006. Washington, DC: Author.
   Google Scholar
• National Science Foundation. (2007). Science and engineering degrees, by race/ethnicity of recipients: 1995-2004 (Rep. No. 07-308). Washington, DC: Author.
   Google Scholar
• Qian, G., & Pan, J. (2002). A comparison of epistemological beliefs and learning from science text between American and Chinese high school students. In B. K. Hofer & P. R. Pintrich (Eds.), Personal epistemology: The psychology of beliefs about knowledge and knowing (pp. 365–386). Mahwah, NJ: Erlbaum.
   Google Scholar
• Riegle-Crumb, C., & King, B. (2010). Questioning a White male advantage in STEM. Educational Researcher, 39, 656–664. doi: 10.3102/0013189X10391657
   Web of Science ®Google Scholar
• Ryder, J., Leach, J., & Driver, R. (1999). Undergraduate science students’ images of science. Journal of Research in Science Teaching, 36, 201–219. doi: 10.1002/(SICI)1098-2736(199902)36:2<201::AID-TEA6>3.0.CO;2-H
   Web of Science ®Google Scholar
• Seiler, G. (2001). Reversing the ‘standard’ direction: Science emerging from the lives of African American students. Journal of Research in Science Teaching, 38, 1000–1014. doi: 10.1002/tea.1044
   Web of Science ®Google Scholar
• Slay, J. (1999, April). The nature of nature: Chinese culture and science education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Boston, MA.
   Google Scholar
• Smith, D., & Gunstone, R. (2009). Science curriculum in the market liberal society of the 21st century: Re-visioning the idea of science for all. Research in Science Education, 39, 1–16. doi: 10.1007/s11165-007-9069-2
   Web of Science ®Google Scholar
• Solomon, J., Scott, L., & Duveen, J. (1996). Large-scale exploration of pupils’ understanding of the nature of science. Science Education, 80, 493–508. doi: 10.1002/(SICI)1098-237X(199609)80:5<493::AID-SCE1>3.0.CO;2-6
   Web of Science ®Google Scholar
• Southerland, S. A. (2000). Epistemic universalism and the shortcomings of curricular multicultural science education. Science & Education, 9, 289–307. doi: 10.1023/A:1008676109903
   Google Scholar
• Stevens, J. (1996). Applied multivariate statistics for the social science (3rd ed.). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Tsai, C.-C. (1998). An analysis of scientific epistemological beliefs and learning orientations of Taiwanese eighth graders. Science Education, 82, 473–489. doi: 10.1002/(SICI)1098-237X(199807)82:4<473::AID-SCE4>3.0.CO;2-8
   Web of Science ®Google Scholar
• Tsai, C.-C. (1999). The progression toward constructivist epistemological views of science: A case study of the STS instruction of Taiwanese high school female students. International Journal of Science Education, 21, 1201–1222.
   Google Scholar
• Tsai, C.-C. (2000). Relationships between student scientific epistemological beliefs and perceptions of constructivist learning environments. Educational Research, 42, 193–205. doi: 10.1080/001318800363836
   Web of Science ®Google Scholar
• Tsai, C.-C. (2002). Nested epistemologies: Science teachers' beliefs of teaching, learning and science. International Journal of Science Education, 24, 771–783.
   Google Scholar
• Tsai, C.-C., & Liu, S.-Y. (2005). Developing a multi-dimensional instrument for assessing students’ epistemological views toward science. International Journal of Science Education, 27, 1621–1638. doi: 10.1080/09500690500206432
   Web of Science ®Google Scholar
• Walls, L. (2012). Third grade African-American students’ views of the nature of science. Journal of Research in Science Teaching, 49, 1–37. doi: 10.1002/tea.20450
   Web of Science ®Google Scholar
• Warren, B., Ballenger, C., Ogonowski, M., & Rosebery, A. S. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38, 529–552. doi: 10.1002/tea.1017
   Web of Science ®Google Scholar
• Yerrick, R., Pedersen, J., & Arnason, J. (1998). ‘We're just spectators’: A case study of science teaching, epistemology, and classroom management. Science Education, 82, 619–648. doi: 10.1002/(SICI)1098-237X(199811)82:6<619::AID-SCE1>3.0.CO;2-K
   Web of Science ®Google Scholar