Its_just_a_theory_published.pdf (720.21 kB)
“It’s just a theory”: trainee science teachers’ misunderstandings of key scientific terminology
Background: This article presents the findings from a survey of 189 pre-service science teachers who were asked to provide definitions of key scientific terms ('theory'; 'fact'; 'law'; 'hypothesis'). The survey was a scoping and mapping exercise to establish the range and variety of definitions. Methods: Graduates on a pre-service science teacher training course were asked to complete a short, free response survey and define key science terminology a >95% response rate was achieved and respondents definitions were categorised according to a best fit model. Results: In some cases, definitions contrary to accepted scientific meanings were given. In other cases, terminology was defined in a wholly non-scientific way, e.g., one-fifth of the respondents defined a ‘law’ in the context of rules that govern society rather than in a scientific context. Science graduates’ definitions and their understanding of key terminology is poor despite their study of science in formal university settings (with many respondents being recent science graduates). Conclusions: Key terminology in science, such as 'theory', 'law', 'fact', 'hypothesis', tends not to be taught and defined with consideration for the differences in meaning that different audiences/users give to them. This article calls for better instruction for pre-service science teachers’ in the importance of accurate and precise definitions of key science terminology in order to better differentiate between the scientific and colloquial usage of key terms.
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Publication status
- Published
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- Published version
Journal
Evolution: Education and OutreachISSN
1936-6426Publisher
SpringerOpenExternal DOI
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12Volume
6Department affiliated with
- Education Publications
Full text available
- Yes
Peer reviewed?
- Yes
Legacy Posted Date
2015-03-12First Open Access (FOA) Date
2015-03-12First Compliant Deposit (FCD) Date
2015-03-12Usage metrics
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