Investigating Preservice Chemistry Teachers’ Understanding and Views about the Diversity of Scientific Methods

Abstract

The diversity of scientific methods has received increasing attention in the field of science education. This paper aimed to investigate how preservice chemistry teachers perceive scientific methods and their diversity. Based on the theoretical framework of Brandon's Matrix and previous research, two tasks (i.e., Task 1 "understanding of the components of Brandon's Matrix" and Task 2 "views on the diversity of scientific methods") and follow-up interview questions were developed in this study as research instruments. 130 preservice chemistry teachers from two universities in China were selected as participants. The statistical results of the questionnaire survey revealed that the participants showed a relatively satisfactory understanding of the components of Brandon's Matrix, and they judged the hypothesis testing more accurately than variable manipulation. However, the majority of participants held relatively naive views on the diversity of scientific methods, suggesting that they endorsed the idea of "the scientific method". Moreover, it was found by in-depth interviews that four typically held reasons led to the misunderstanding of scientific methods by preservice chemistry teachers, namely, misinterpreting the liberal meaning of item scenarios, misconceptions in identifying the "variable manipulation", grade disparity in the scientificity, and past learning experience in chemistry. At the end of this paper, the implications of the findings and the suggestions for further research were discussed.

An Analysis of the Changes in the Representation of Scientific Methods in Laboratory Work in Chinese Senior High School Chemistry Textbooks

“…14,39 Moreover, it was adapted to explore how the diversity of scientific methods is perceived by preservice chemistry teachers. 40 In conclusion, the validity and relevance of Brandon's Matrix have been confirmed by some research in the field of chemistry education. More importantly, the existing research informed that it can be applied to analyze laboratory work in textbooks.…”

“…In the present study, based on Brandon’s Matrix, we have illustrated the meanings of four types of scientific methods in the context of laboratory work and analyzed how scientific methods are represented in laboratory work of Chinese senior high school chemistry textbooks at different periods in the past 30 years. Although this matrix has been used in the field of chemistry education, , it is the first time that we have employed it to investigate the changes in the representation of scientific methods in textbooks from a historical evolution perspective. Our research validated the applicability of this matrix to characterize laboratory work in chemistry textbooks and uncovered the changing trends in the representation of scientific methods.…”

“…Scerri took “the periodicity of elements” as an example to illustrate different scientific methods (as specified in Table ), demonstrating that all types of scientific methods in Brandon’s Matrix are valid in chemistry. Subsequently, this matrix was applied to inspect the representation of scientific methods in practical work of chemistry textbooks, as well as in practical items of chemistry examinations. , Moreover, it was adapted to explore how the diversity of scientific methods is perceived by preservice chemistry teachers . In conclusion, the validity and relevance of Brandon’s Matrix have been confirmed by some research in the field of chemistry education.…”

Identificat’ions: A Battle Card Game to Learn Chemical Tests and Practice Observation and Reasoning

“…When a solution changes color, some students would state as an observation that “a chemical reaction occurred”. Misconceptions related to the scientific method, among students and chemistry teachers, have been reported elsewhere, , and some strategies have been adopted over the last years in order to overcome them, such as studio-based courses, participation in research experiences, and fostering practice among professionals . Thus, it is crucial that students clearly understand the differences between each step of the scientific method, and know how to communicate using the right terminology. − …”