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written by
Wolff-Michael Roth and Keith Lucas
Students' views of the nature of scientific knowledge have been recognized as an important component of science learning environments. In this study, we analyze an extensive data base consisting of 23 students' written and oral discourse about ontology, epistemology, and sociology of scientific knowledge collected over a 15-month period in the context of two consecutive junior- and senior-level physics courses. Over a 2-month period at the beginning of the second year, students read, reflected on, and talked about a text which discusses epistemology in the context of physics. Our study shows that students drew on nine types of discursive resources to support their ontological, epistemological, and sociological claims. Toward the end of the study, the range and number of supportive statements had increased. Simultaneously, few students changed their ontological and sociological claims, but a considerable number changed their epistemological claims. Two case studies illustrate the development of student discourse in the course of the study.
Journal of Research in Science Teaching: Volume 34, Issue 2, Pages 145-179
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![]() <a href="https://www.per-central.org/items/detail.cfm?ID=2846">Roth, Wolff-Michael, and Keith Lucas. "From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge." J. Res. Sci. Teaching. 34, no. 2, (December 7, 1998): 145-179.</a>
![]() W. Roth and K. Lucas, , J. Res. Sci. Teaching 34 (2), 145 (1997), WWW Document, (https://doi.org/10.1002/(SICI)1098-2736(199702)34:2%3C145::AID-TEA4%3E3.0.CO;2-T).
![]() W. Roth and K. Lucas, From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge, J. Res. Sci. Teaching 34 (2), 145 (1997), <https://doi.org/10.1002/(SICI)1098-2736(199702)34:2%3C145::AID-TEA4%3E3.0.CO;2-T>.
![]() Roth, W., & Lucas, K. (1998, December 7). From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge. J. Res. Sci. Teaching, 34(2), 145-179. Retrieved February 10, 2025, from https://doi.org/10.1002/(SICI)1098-2736(199702)34:2%3C145::AID-TEA4%3E3.0.CO;2-T
![]() Roth, Wolff-Michael, and Keith Lucas. "From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge." J. Res. Sci. Teaching. 34, no. 2, (December 7, 1998): 145-179, https://doi.org/10.1002/(SICI)1098-2736(199702)34:2%3C145::AID-TEA4%3E3.0.CO;2-T (accessed 10 February 2025).
![]() Roth, Wolff-Michael, and Keith Lucas. "From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge." J. Res. Sci. Teaching 34.2 (1997): 145-179. 10 Feb. 2025 <https://doi.org/10.1002/(SICI)1098-2736(199702)34:2%3C145::AID-TEA4%3E3.0.CO;2-T>.
![]() @article{
Author = "Wolff-Michael Roth and Keith Lucas",
Title = {From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge},
Journal = {J. Res. Sci. Teaching},
Volume = {34},
Number = {2},
Pages = {145-179},
Month = {December},
Year = {1998}
}
![]() %A Wolff-Michael Roth %A Keith Lucas %T From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge %J J. Res. Sci. Teaching %V 34 %N 2 %D December 7, 1998 %P 145-179 %U https://doi.org/10.1002/(SICI)1098-2736(199702)34:2%3C145::AID-TEA4%3E3.0.CO;2-T %O text/html ![]() %0 Journal Article %A Roth, Wolff-Michael %A Lucas, Keith %D December 7, 1998 %T From "truth" to "invented reality": A discourse analysis of high school physics students' talk about scientific knowledge %J J. Res. Sci. Teaching %V 34 %N 2 %P 145-179 %8 December 7, 1998 %U https://doi.org/10.1002/(SICI)1098-2736(199702)34:2%3C145::AID-TEA4%3E3.0.CO;2-T Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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