Preservice Biology Teachers' Conceptions about the Tentative Nature of Theories and Models in Biology

Autor/inn/en	Reinisch, Bianca; Krüger, Dirk
Titel	Preservice Biology Teachers' Conceptions about the Tentative Nature of Theories and Models in Biology
Quelle	In: Research in Science Education, 48 (2018) 1, S.71-103 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0157-244X
DOI	10.1007/s11165-016-9559-1
Schlagwörter	Scientific Principles; Biology; Preservice Teachers; Science Teachers; Science Instruction; Theories; Models; Philosophy; Interviews; Classification; Knowledge Level; Qualitative Research; Content Analysis + Suchen Sie Ihr Suchwort? Biologie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Theory; Theorie; Analogiemodell; Philosophie; Interviewing; Interviewtechnik; Classification system; Klassifikation; Klassifikationssystem; Wissensbasis; Qualitative Forschung; Inhaltsanalyse
Abstract	In research on the nature of science, there is a need to investigate the role and status of different scientific knowledge forms. Theories and models are two of the most important knowledge forms within biology and are the focus of this study. During interviews, preservice biology teachers (N = 10) were asked about their understanding of theories and models. They were requested to give reasons why they see theories and models as either tentative or certain constructs. Their conceptions were then compared to philosophers' positions (e.g., Popper, Giere). A category system was developed from the qualitative content analysis of the interviews. These categories include 16 conceptions for theories (n[subscript tentative] = 11; n[subscript certain] = 5) and 18 conceptions for models (n[subscript tentative] = 10; n[subscript certain] = 8). The analysis of the interviews showed that the preservice teachers gave reasons for the tentativeness or certainty of theories and models either due to their understanding of the terms or due to their understanding of the generation or evaluation of theories and models. Therefore, a variety of different terminology, from different sources, should be used in learning-teaching situations. Additionally, an understanding of which processes lead to the generation, evaluation, and refinement or rejection of theories and models should be discussed with preservice teachers. Within philosophy of science, there has been a shift from theories to models. This should be transferred to educational contexts by firstly highlighting the role of models and also their connections to theories. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01