Abstract:

Since the eighties, studies worldwide about students' and prospective and practicing science teachers' conceptions of the nature of science (NOS) have been very intense [1-2]. This research is essential for developing didactic strategies, considering the students' alternative conceptions about various physical, chemical, and biological phenomena, and enhancing their scientific cultures. The study of the NOS covers several disciplinary fields, such as epistemology, history, philosophy, and sociology of science. On this subject, let us note the absence of consensus between philosophers, historians of science, and researchers in science education relative to the unified definition of the NOS [1]. Despite the lack of a universal definition of the study of the NOS, many science educators are unanimous about the relevance of such studies (e.g., how the scientific community works to construct knowledge).

The present research falls within this perspective and aims to identify the attitudes of 37 science graduate students toward developing scientific theories throughout history. For this, we have constructed a paper-and-pencil questionnaire composed of four statements:
1. The direction of science today is determined by the directions taken by previous generations of scientists;
2. The past's scientific problems are in continuity with today's;
3. Science advances through improving scientific theories developed throughout history;
4. The scientific theories of tomorrow will be an extension of today's theories.

We asked them whether they agreed, disagreed, or did not know about each statement. They have to explain their answer choice. Methodologically, advanced explanations are essential to identify their attitudes. To analyze them, we first grouped the responses into three categories. Next, we have grouped each category into a subcategory, grouping those who share the same designs. To analyze their answers, we consider the theoretical considerations regarding the development of science, as summarized in the introduction.

These data analyses show that many students need to become more familiar with current studies in science's history, philosophy, and epistemology. For many, experiments constitute the starting point from which we construct scientific theories; the scientific theories developed throughout history are consistent with established actual scientific theories; however, they are more advanced and allow more problems to be solved. These results show the need to introduce elements of history and epistemology into the scientific training offered by science departments and in teaching, as has been suggested by many renowned scientists.

References:
[1] F. Abd-El-Khalick., and G.-N. Lederman., "Improving science teachers' conceptions of nature of science: a critical review of the literature," International Journal of Science Education, 22, pp. 665-701, 2000.
[2] Métioui, A., & Trudel, L. (2015). Epistemological rupture in the discourse of high school teachers: The case of the atomic theories. LUMAT: International Journal on Math, Science and Technology Education, 3(4), 439–448. https://doi.org/10.31129/lumat.v3i4.1015

Keywords:

Nature of science, graduate students, science, conceptual development, history of science.