Pupils' images of scientific epistemology

Abstract

This paper is derived from data gathered during a year‐long classroom study on how pupils' views of the nature of science changed when some of their learning materials were historically situated. Five classes were involved and the evidence comprised pre‐ and post‐tests, interviews and class tests. It is shown that life‐world images of scientists as people, and the equipment with which each is associated, can be taken to represent pupils' epistemologies. This is related to contemporary thinking about the nature of knowledge and of technology. The questionnaire responses showed substantial progress during the year. The older ideas were not eliminated but stories from history seemed to have provided alternative images which generated more reflection. However, the results were complicated by the conflicting meanings for ‘explain’ held by many of the pupils. Some supplementary work carried out during the course explored the classroom methods by which teachers emphasized the causative rather than descriptive nature of explanation, and the pupils' ease of learning this.