Understanding the Nature of Science through a Critical and Reflective Analysis of the Controversy between Pasteur and Liebig on Fermentation

Autor/inn/en	García-Carmona, Antonio; Acevedo-Díaz, José Antonio
Titel	Understanding the Nature of Science through a Critical and Reflective Analysis of the Controversy between Pasteur and Liebig on Fermentation
Quelle	In: Science & Education, 26 (2017) 1-2, S.65-91 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0926-7220
DOI	10.1007/s11191-017-9876-4
Schlagwörter	Scientific Principles; Scientists; Scientific Concepts; Qualitative Research; Science History; Science Activities; Preservice Teachers; Secondary Education; Physics; Chemistry; Discussion (Teaching Technique); Concept Formation; Reflection + Suchen Sie Ihr Suchwort? Scientist; Wissenschaftler; Qualitative Forschung; History of science; Wissenschaftsgeschichte; Sekundarbereich; Physik; Chemie; Concept learning; Begriffsbildung
Abstract	This article presents a qualitative study, descriptive-interpretive in profile, of the effectiveness in learning about the nature of science (NOS) of an activity relating to the historical controversy between Pasteur and Liebig on fermentation. The activity was implemented during a course for pre-service secondary science teachers (PSSTs) specializing in physics and chemistry. The approach was explicit and reflective. Three research questions were posed: (1) What conceptions of NOS do the PSSTs show after a first reflective reading of the historical controversy?, (2) What role is played by the PSSTs' whole class critical discussion of their first reflections on the aspects of NOS dealt with in the controversy?, and (3) What changes are there in the PSSTs' conceptions of NOS after concluding the activity? The data for analysis was extracted from the PSSTs' group reports submitted at the end of the activity and the audio-recorded information from the whole class discussion. A rubric was prepared to assess this data by a process of inter-rater analysis. The results showed overall improvement in understanding the aspects of NOS involved, with there being a significant evolution in some cases (e.g., conception of scientific theory) and moderate in others (e.g., differences in scientific interpretations of the same phenomenon). This reveals that the activity has an educational utility for the education of PSSTs in NOS issues. The article concludes with an indication of some educational implications of the experience. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01