Undergraduate Chemistry Students’ Epistemic Criteria for Scientific Models

• Katherine Lazenby ^[1] ; Avery Stricker ^[1] ; Alexandra Brandriet ^[2] ; Charlie A. Rupp ^[1] ; Nicole M. Becker ^[1]
  1. [1] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  2. [2] Auburn University

     Auburn University

     Estados Unidos

     
• Localización: Journal of chemical education, ISSN 0021-9584, Vol. 97, Nº 1, 2020, págs. 16-26
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • To engage meaningfully with scientific models, undergraduate students must come to understand what counts as a scientific model and why. To gain a sense of the characteristics that undergraduate chemistry students ascribe to scientific models, we analyzed survey data that address students’ ideas about both model criteria in general and criteria related to specific models of chemical phenomena. The findings suggest that undergraduate general chemistry students possess some productive and some intuitive ideas about the characteristics of scientific models but may not have systematic or coherent conceptions about models across contexts.