Students’ Understanding of the Nature of Science in the Context of an Undergraduate Chemistry Laboratory

Abstract

This study focused on exploring and evaluating students’ views of the Nature of Science in the context of undergraduate chemistry laboratory. Thirty-six undergraduate students doing a laboratory course in upper division physical chemistry were assessed using an open-ended instrument and assessment criteria that categorise them in three levels of understanding. Results revealed that in general, the undergraduate students have transitional views of the nature of science, a level between naïve and informed views. The findings led to a substantiated argument for incorporating the nature of science in undergraduate science curricula.