Beyond Hypothesis Testing
Investigating the Diversity of Scientific Methods in Science Teachers’ Understanding
Bibliographic Data
| ID | 21585409 |
|---|---|
| Authors | Olga Ioannidou (0000-0001-8831-516X, University of Oxford, corresponding author), Sibel Erduran (0000-0001-5226-0136, University of Oxford) |
| Year | 2021 |
| Volume | 30 |
| Issue | 2 |
| Pages | 345-364 |
| Publication date | 2021-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Science & Education (JOURNAL) |
| Journal identifiers | ISSN: 0926-7220 • E-ISSN: 1573-1901 |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11191-020-00185-9 |
| PMID | 34720429 |
| OpenAlex | W3128405668 |
| Language | EN |
| Citations received | 17 |
| References cited | 45 |
Recent reforms in science education have promoted students’ understanding of how science works, including the methodological approaches used by scientists. Given that teachers are expected to teach and promote methodological pluralism, it is worth examining how teachers understand and view scientific methods, particularly when scientific methods are presented as a diverse array and not as a linear model based exclusively on hypothesis testing . The empirical study presented in the paper examines science teachers’ understanding of scientific methods, particularly the diversity of scientific methods. Brandon’s Matrix, a philosopher’s account of scientific methods, has been adapted for educational purposes, and two tasks were developed in order to investigate teachers’ understanding of scientific methods. Fifty-six science teachers (25% male, 75% female) from different regions in the UK responded to an online survey . The results showed that the majority of the teachers showed satisfactory understanding of basic components of Brandon’s Matrix. However, more than half of the sample held naïve understanding of scientific methods. By providing insight into teachers’ misconceptions about scientific methods, the study provides suggestions for the design of teacher training programmes and highlights the need for explicit instruction about scientific methods. In addition, we suggest the use of heuristics such as Brandon’s Matrix for the development of pedagogical tools as well as research instruments
Epistemology · Heuristics · Mathematics education · Sociology · Animal and Plant Science Education · Chemistry · Computer Science · Educational Strategies and Epistemologies · Psychology · Science Education and Pedagogy
Going Forward
The impact of epistemic framing of teaching videos and summative assessments on students’ learning of scientific methods
Reintroducing “the” Scientific Method to Introduce Scientific Inquiry in Schools
Toward Understanding Science as a Whole
The Method of Observation in Science Education
Middle School Science Teachers’ Discursive Purposes and Talk Moves in Supporting Students’ Experiments
Investigating the Representation of Practical Work in Chemistry Classroom Teaching by Focusing on the Diversity of Scientific Methods
Korean In-service Science Teachers’ Perceptions of NOS
An Investigation of High School Students’ Attitudes and Perceptions About the Diversity of Scientific Methods in Chemistry Learning
Improving Preservice Primary Teachers’ Understanding of the Nature of Methods of Science Through Reflective Reading of News Articles
A Systematic Review of Research on Family Resemblance Approach to Nature of Science in Science Education
Comparing Practical Items in High-Stake Exams in Different Science Subjects
Examining the Nature of Practical Work in School Science Textbooks
Rethinking Nature of STEM
Science Teachers’ Views on the Nature of Science and its Integration into Instruction
From recipe to enquiry – a curriculum tool for science teachers to align policy with practice in practical lessons
Secondary teachers’ views about teaching and assessing the diversity of scientific methods in practical science
Reconceptualizing the Nature of Science for Science Education
Meaningful assessment of learners' understandings about scientific inquiry-The views about scientific inquiry (Vasi) questionnaire
The “general aspects” conceptualization as a pragmatic and effective means to introducing students to nature of science
Styles of Scientific Reasoning: A Cultural Rationale for Science Education?
A Review of Empirical Literature on Inquiry Professional Development
New Directions for Nature of Science Research
Reconceptualised family resemblance approach to nature of science in pre-service science teacher education
Inquiry-Based Instruction and Teaching About Nature of Science
Assessment of practical science in high stakes examinations
Exploring How Students Construct Collaborative Thought Experiments During Physics Problem-Solving Activities
Theory and experiment in evolutionary biology
Epistemology for the Masses
How Science Textbooks Treat Scientific Method
Evaluating knowledge of the nature of (whole) science
A Family Resemblance Approach to the Nature of Science for Science Education
| Unique citing works | 17 |
|---|---|
| Citations per year | 3,4 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 17 |