Relationship between three levels of epistemology of science and three stages of scientific reasoning ability

The primary purpose of this study was to test the hypothesis that the development of scientific reasoning ability (an aspect of procedural knowledge) is a necessary but not sufficient factor for the acquisition of understanding of the nature of science (an aspect of declarative knowledge). More specifically, due to their underlying reasoning patterns, students at the concrete operational stage of intellectual development should be able to acquire a Level 1 epistemology of science, but not a Level 2 or a Level 3 epistemology. Further, students at the formal operational stage should be able to acquire a Level 1 or Level 2, but not a Level 3 epistemology. Lastly, students at the post-formal operational stage should be able to acquire a Level 1, Level 2, or Level 3 epistemology. To test this hypothesis, the developmental stages of a total of 87 college students were first assessed using a classroom test of scientific reasoning. Next their epistemological levels were assessed using individual interviews probing their understanding of the nature of science, the certainty and justification of scientific knowledge, and the process of resolving a controversy. Epistemological levels were determined using a total score method and a most frequent response method. A chi-square test found that the relationship between the three reasoning stages and the three epistemology levels is significant (p < 0.001). Using the total score method, 79 students (91%) were found within the predicted epistemology levels whereas 8 concrete reasoners (9%) were unexpectedly found at Level 2. Using the most frequent response method, 80 students (92%) were found within the predicted epistemology levels whereas 7 concrete reasoners (8%) were found at Level 2. Therefore the hypothesis was largely supported. These findings shed light on ways of teaching science that foster continued intellectual development as well as improve students understanding of both the processes and products of science.