Feb 05, 2018 4:00 pm - Dale Hall Tower Room 906 - Colloquium
Barbara Fennell - College of the Ozarks
The Effects of Introductory Physics Courses on Students' View of the Nature of Science: The Roles of Instructional Type and Religiosity

There is a movement by science educators advocating direct instruction of the Nature of Science (NOS) in science courses.  The research to be presented added empirical evidence in favor of this contextualizing of science.  This research demonstrated that instructional type did influence students' perceptions of some aspects of NOS.  Additionally, because the study included a Christian institution, this research examined students' self-reported religious views as they correlate with NOS.  The results showed that regardless of instructional type, students who reported a high religious commitment (primarily "Christian") were more likely to view science as tentative.