Frances Lawrenz, Professor and Director of Graduate Studies, holds a Ph.D. in education from the University of Minnesota, with chemistry and mathematics as related fields. She teaches classes in science teaching methods and evaluation.
Investigation of worldview theory in a south african context
Article first published online: 19 AUG 2006
Copyright © 1995 Wiley Periodicals, Inc., A Wiley Company
Journal of Research in Science Teaching
Volume 32, Issue 6, pages 555–568, August 1995
How to Cite
Lawrenz, F. and Gray, B. (1995), Investigation of worldview theory in a south african context. J. Res. Sci. Teach., 32: 555–568. doi: 10.1002/tea.3660320604
- Issue published online: 19 AUG 2006
- Article first published online: 19 AUG 2006
- Manuscript Accepted: 6 DEC 1994
- Manuscript Revised: 1 DEC 1994
- Manuscript Received: 30 MAR 1994
This article reports on an exploratory investigation carried out to identify conceptions of some components of worldview, based on logicostructural worldview theory, held by science student teachers in a South African context. It explores relationships among worldviews, student characteristics, and scientific concepts. The sample included 48 final-year science student teachers. Data were gathered by a questionnaire with follow-up interviews. Questions were based on Kearney's model of worldview with stimulus items related to each of seven worldview categories. Responses were categorized and examined for possible relationships. Results of the investigation indicated that students' conceptions of time and distance were nonmechanistic and psychologically bound and that authoritarian scientific explanation was considered as sufficient for proof. Some significant relationships were found between items as well as between field of study and scientific conceptions.