Epistemological understanding in science learning: the consistency of representations across contexts

This article addresses the extent to which written diagnostic questions can be used to assess science studentsʹ representations of the nature of science. The responses of 731 European science students in upper secondary school and undergraduate programmes to two written diagnostic questions are analysed for consistency. The written questions yielded some insights into studentsʹ views. There is evidence that the majority of students in this sample draw upon different epistemological representations in different contexts. The paper concludes with a discussion of the use of data from such questions in science education, and the significance of models of studentsʹ epistemological knowledge.