How some college students represent their understandings of the nature of scientific theories
Zoubeida R. Dagher, Harry Shipman, William J. Letts 2004 International Journal of Science Education vol. 26, no. 6, 735-755
This study explores college students' representations about the nature of theories during their enrollment in a large astronomy course with instruction designed to address a number of nature of science issues. The investigation is focused on how nine students represent their understanding of theory, how they distinguish between scientific theories and non-scientific theories, and how they reason about specific theories.