A Qualitative Investigation of Higher Education Chemistry Students’ Perceptions of What Scientists Do

Abstract

An understanding of how scientists construct knowledge and make sense of the natural world (i.e., science practices) is critical not just to those with careers in the science field but for all members of society. Such understanding empowers people to make more informed decisions about science and technology issues and reduce susceptibility to pseudoscientific claims or misleading presentation of scientific data that can result in science denial. Considering this, current educational reforms aim to better facilitate all students’ understanding and use of scientific practices within science classrooms and teaching laboratories. Beyond these formal teaching environments, chemistry students at the undergraduate and graduate levels have opportunities to engage in authentic research experiences that serve as a platform for students to genuinely engage with the practices of scientists. This qualitative study used semistructured interviews of chemistry undergraduate (n = 5) and graduate (n = 14) students involved in traditional research experiences to investigate their perceptions regarding the activities that scientists undertake to generate new knowledge. The analysis identified 15 unique activities described by the students and delineated three themes related to their perceptions of scientific inquiry: (1) doing science means performing an experiment, (2) science as a linear process, and (3) scientists and researchers engage in distinct activities/practices. These findings align with previous research of chemistry students’ conceptions of scientific inquiry and call attention to the need for further support in helping students refine their perceptions of what scientists do.