The field of science education has long advocated for students to leave K-12 education with an appreciation for the diversity of research methods scientists employ in order to effectively engage with research generated across many scientific fields of study. Yet, research has indicated that students typically believe research proceeds according to "the scientific method," a linear or cyclic model of experimental research that the science education research community considers a "myth." Very few studies have specifically explored student conceptions of the diversity of research methods and how these conceptions relate to student engagement with novel scientific information, however. Through interviews, this dissertation investigates student conceptions of the diversity of research methods in US college freshman to better understand how students conceptualize the diversity of research methods around the time of high school graduation. This study also explores how these conceptions relate to student evaluations of news articles about scientific innovations. This dissertation finds that students can appreciate that researchers use a diversity of research methods to conduct scientific research while simultaneously envisioning the scientific method as a framework that guides scientific research. This exploratory research provides foundational insights for the science education research community and concludes with potential implications for science educators and suggestions for future research on student conceptions of scientific research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]