Investigation of primary students' views on the nature of science

This research explores how third-grade elementary students perceive and conceptualize the nature of science (NOS). It highlights that conceptions formed at an early age can persist into later schooling, making this period crucial for preventing enduring misconceptions. The study's aim is to determine students' awareness across five dimensions of NOS: the tentative (changeable) nature of science, its evidence-based foundation, the role of subjectivity, the link between observation and inference, and the creative aspect. The significance of this study lies in its dual focus: drawing on Thomas Kuhn's notions of paradigm shifts and sociocultural influences on scientific knowledge, while also offering practical insights for curriculum design, teacher education, and broader science instruction. A qualitative research design was employed, involving a small sample of third-grade students from an elementary school in a specific region. Data were collected through semi-structured interviews. The children's responses regarding scientific concepts were recorded and subjected to content analysis. In particular, the analysis sought to determine how students define science, interpret experimental or observational outcomes, and recognize creative or subjective elements in the work of scientists. The findings indicate that many students struggle to grasp the changeable nature of scientific knowledge and are unaware of the nuances involved in gathering and reassessing evidence. Awareness of subjective factors influencing scientific outcomes was similarly limited. Although a few students demonstrated some understanding of how observation and inference connect, creativity in scientific progress was not widely perceived as integral. These results underscore the need for more explicit and reflective NOS instruction from an early stage. This paper contributes to the field by revealing how third-graders' NOS conceptions take shape and by underscoring the importance of more open and reflective approaches in science education. Specifically, its findings guide teacher education programs and curriculum developers in designing strategies that transcend the traditional "experiment/fact" dichotomy, encouraging students to situate scientific processes within a sociocultural and creative context. Consequently, it offers concrete recommendations for strengthening scientific literacy at early grade levels and outlines best practices for fostering deeper engagement with the nature of science.