Pre-Service Chemistry Teachers' Views about the Tentative and Durable Nature of Scientific Knowledge

Autor/inn/en	Mueller, Stefan; Reiners, Christiane S.
Titel	Pre-Service Chemistry Teachers' Views about the Tentative and Durable Nature of Scientific Knowledge
Quelle	In: Science & Education, 32 (2023) 6, S.1813-1845 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mueller, Stefan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-022-00374-8
Schlagwörter	Preservice Teachers; Science Teachers; Chemistry; Scientific Principles; Knowledge Level; Beliefs; Resistance to Change; Student Attitudes; Foreign Countries; Germany + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Chemie; Wissensbasis; Belief; Glaube; Schülerverhalten; Ausland; Deutschland
Abstract	With regard to current controversial public discussions about the credibility of scientific knowledge, it seems particularly important that students possess adequate ideas about the tentativeness of scientific knowledge, which is a key aspect of nature of science. However, international studies show that many pre-service science teachers tend to have naïve conceptions about the tentativeness and these conceptions turn out to be resistant to change. So far, no research was done, on the conceptions of German pre-service chemistry teachers about tentativeness. Therefore, two empirical, qualitative research studies were conducted. The first study with 50 participants was to investigate, which conceptions about tentativeness German pre-service chemistry teachers possess, what the origins of these conceptions are and if they are resistant to change. In a second study with 56 participants, it was examined how a more adequate and functional understanding could be promoted. Data were collected by using different methods, such as open-ended questionnaires and semi-structured interviews. The participants' views about tentativeness were assigned to different categories. Results show that most participants held inconsistent or only partially informed views on tentativeness. The views turn out to be resistant to change, and many participants are not able to explain their ideas. And if so, their explanations are mostly restricted to scientific theories. Additionally, dealing with tentativeness unsettles some participants. To promote an adequate understanding, new approaches were developed, like the BlackTube activity. Additionally, instructions should focus on the durability of scientific knowledge. Furthermore, a differentiated reflection on different types of scientific knowledge seems necessary. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01