Contextual epistemic development in science: A comparison of chemistry students and research chemists

This study investigated the ways in which beliefs about the nature of the science vary as a function of an individual's chemistry expertise and chemistry research experience across the range from high-schools students, whose exposure to chemistry occurs in the classroom, to practicing research chemists. Interviews conducted with a total of 91 participants probed three key research questions: Do the participants' epistemic beliefs vary as a...