Dr. Keith S. Taber
Publication:
Taber, K. S. (2008)
Of Models, Mermaids and Methods: The Role of Analytical Pluralism in
Understanding Student Learning in Science
in Ingrid V. Eriksson (Ed.) Science Education in the 21st Century
Hauppauge NY: Nova Science Publishers (pp. 69-106)
ISBN: 1-60021-951-9
Abstract:
Research into student ideas and learning difficulties
in science education is undertaken to inform developments in pedagogy. Complex
phenomena may be best understood by exploring them from a range of viewpoints,
and it is argued here that using a battery of ‘analytical lenses’ to illuminate
research data may be an appropriate strategy in researching student learning.
The approach is considered methodologically sound provided the ‘lenses’ derive
from perspectives that are congruous with the theoretical framework underpinning
the research. The present paper illustrates such analytical pluralism’ by
applying three ‘analytical lenses’ (‘modelling mentality’, ‘learning impediments’
and ‘student ontologies’) to illuminate data from research into student understanding
of the orbital model of atoms and molecules. The three ‘lenses’ focus on different
features of the data in order to offer possible explanations for student
learning difficulties and recommendations for improving teaching.
Key words:
qualitative research; analytical pluralism; analytical lenses; curriculum
models; meaningful learning; learning impediments; cognitive structure; student
ontologies; orbitals; quantum theory.