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RESEARCH PAPER
Upper Primary Students’ Views Vis-à-Vis Scientific Reasoning Progress Levels in Physics
1
Department of SME, Addis Ababa University, P.O. Box 1176, Addis Ababa, ETHIOPIA
2
Department of Natural Sciences, Hossana College of Teachers Education, P.O. Box 94, Hossana, ETHIOPIA
3
Department of Physics, University of Oslo, NORWAY
Publication date: 2021-04-15
EURASIA J. Math., Sci Tech. Ed 2021;17(5):em1958
KEYWORDS
ABSTRACT
The purpose of this study was to explore grade eight students’ views in terms of different scientific
reasoning progress levels. To explore students’ views, phenomenographic study was used. The
qualitative analysis of students’ interviews elicited three major themes of students’ views about
scientific reasoning progress levels: naïve, mixed, and scientific, along with the underlying ways of
reasoning patterns. It was revealed that students think that scientific knowledge is static, fixed,
universal, certain, and unchangeable. It is recommended that a need to consider an inquiry-based
teaching in combination with the contextualized approach of nature of science in school science
curriculum and classroom instruction to promote students’ scientific views on the nature of
science and higher scientific reasoning abilities.
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