Pre-service Chemistry Teachers' Conceptions of the Nature of Science and Scientific Errors: An Analysis in Light of the Concept of the Whole Science

This study is part of ongoing research on the Nature of Science (NOS) in pre-service teacher education, drawing on Douglas Allchin’s perspective. We examined undergraduate chemistry students’ preconceptions about NOS and scientific error through an open-ended questionnaire. The analysis, grounded in French Discourse Analysis, considered Allchin’s dimensions of scientific reliability and his taxonomy of scientific error. The results reveal reductionist conceptions of science, mainly centered on the idea of proof through experimentation. Regarding scientific error, students tend to view it as both productive and transitory, that is, a necessary step toward the attainment of true knowledge. In conclusion, we argue that Allchin’s inventories are valuable analytical tools; however, some elements associated with scientific misconduct may require reconsideration. Finally, we highlight the need for further research into the potential of Allchin’s Whole Science framework in NOS-oriented teacher education.

Key words:
Nature of Science; Scientific errors; Teacher education