Students' Preconceptions about the Epistemology of Science: A Comparison of Some Nigerian and Candian Students

ABSTRACT This study attempted to determine the preconceptions of the nature of science held by two groups of grade 11 and 12 secondary school students. The first group consists of 460 randomly selected grade 11 students from Enugu township in eastern Nigeria. The second group consists of 2000 grades 11 and 12 Canadian secondary school students. The preconceptions of both groups were assessed using 15 selected items drawn from the Views-On-Science-Technology Society (VOSTS) instrument developed by Aikenhead, Ryan and Fleming (1989). In comparison with their Canadian counterparts, the Nigerian subjects appear to demonstrate a better understanding of the meaning of science though sometimes their views are rather disparate and inconsistent. On the other hand, the Canadian subjects seem to appreciate the place and value of science and technology for society than their Nigerian counterparts. To some extent both groups of subjects show evidence of collateral learning and alternative conceptions of natural phenomena. On the basis of the findings of this study, it is suggested that science educators should take due cognisance of such worldview presuppositions.