The National Association for Research in Science Teaching (NARST), Pennsylvania, United States Of America, 21 - 24 March 2010, pp.142
The purpose of this study was to investigate which of the student level variables help to explain the difference in
understanding the nature of science (NOS) views. The sample included 3,062 students enrolled in sixth, seventh, and eighth grade
elementary schools located in Cankaya, Turkey. Data was collected during the spring of 2008. The Nature of Science Instrument,
Learning Approach Questionnaire and Achievement Motivation Questionnaire were applied to the students. Hierarchical linear
modeling (HLM) was selected as a modeling technique to investigate how the student level factors influence the students NOS views.
Random coefficient model was conducted to determine student level variables that explain the differences in the students’ NOS views.
Results revealed that grade level, science achievement, highest educational level of parents and learning and motivational factors are
also related at least two dimensions of NOS. It can be concluded that all of these variables are related with each other either directly or
indirectly and affected students’ NOS views related to different dimension. For example parents’ education level was another
important factor in students’ NOS understanding. Results showed that when education level of parents’ increased, their children’ NOS
understanding also increased.