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Epistemological understanding in science learning: The consistency of representations across contexts

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Epistemological understanding in science learning : The consistency of representations across contexts. / Leach, J; Millar, R; Ryder, J; Sere, M G.

In: Learning and Instruction, Vol. 10, No. 6, 12.2000, p. 497-527.

Research output: Contribution to journalArticlepeer-review

Harvard

Leach, J, Millar, R, Ryder, J & Sere, MG 2000, 'Epistemological understanding in science learning: The consistency of representations across contexts', Learning and Instruction, vol. 10, no. 6, pp. 497-527.

APA

Leach, J., Millar, R., Ryder, J., & Sere, M. G. (2000). Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction, 10(6), 497-527.

Vancouver

Leach J, Millar R, Ryder J, Sere MG. Epistemological understanding in science learning: The consistency of representations across contexts. Learning and Instruction. 2000 Dec;10(6):497-527.

Author

Leach, J ; Millar, R ; Ryder, J ; Sere, M G. / Epistemological understanding in science learning : The consistency of representations across contexts. In: Learning and Instruction. 2000 ; Vol. 10, No. 6. pp. 497-527.

Bibtex - Download

@article{bfd6fd64095a4abcb9dbf8288aadf559,
title = "Epistemological understanding in science learning: The consistency of representations across contexts",
abstract = "This article addresses the extent to which written diagnostic questions can be used to assess science students' representations of the nature of science. The responses of 731 European science students in upper secondary school and undergraduate programmes to two written diagnostic questions are analysed for consistency. The written questions yielded some insights into students' views. There is evidence that the majority of students in this sample draw upon different epistemological representations in different contexts. The paper concludes with a discussion of the use of data from such questions in science education, and the significance of models of students' epistemological knowledge. (C) 2000 Elsevier Science Ltd. All rights reserved.",
keywords = "epistemological understanding, methodology, STUDENTS, KNOWLEDGE, VIEWS",
author = "J Leach and R Millar and J Ryder and Sere, {M G}",
year = "2000",
month = dec,
language = "English",
volume = "10",
pages = "497--527",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier BV",
number = "6",

}

RIS (suitable for import to EndNote) - Download

TY - JOUR

T1 - Epistemological understanding in science learning

T2 - The consistency of representations across contexts

AU - Leach, J

AU - Millar, R

AU - Ryder, J

AU - Sere, M G

PY - 2000/12

Y1 - 2000/12

N2 - This article addresses the extent to which written diagnostic questions can be used to assess science students' representations of the nature of science. The responses of 731 European science students in upper secondary school and undergraduate programmes to two written diagnostic questions are analysed for consistency. The written questions yielded some insights into students' views. There is evidence that the majority of students in this sample draw upon different epistemological representations in different contexts. The paper concludes with a discussion of the use of data from such questions in science education, and the significance of models of students' epistemological knowledge. (C) 2000 Elsevier Science Ltd. All rights reserved.

AB - This article addresses the extent to which written diagnostic questions can be used to assess science students' representations of the nature of science. The responses of 731 European science students in upper secondary school and undergraduate programmes to two written diagnostic questions are analysed for consistency. The written questions yielded some insights into students' views. There is evidence that the majority of students in this sample draw upon different epistemological representations in different contexts. The paper concludes with a discussion of the use of data from such questions in science education, and the significance of models of students' epistemological knowledge. (C) 2000 Elsevier Science Ltd. All rights reserved.

KW - epistemological understanding

KW - methodology

KW - STUDENTS

KW - KNOWLEDGE

KW - VIEWS

M3 - Article

VL - 10

SP - 497

EP - 527

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

IS - 6

ER -