Examining the diversity of scientific methods in college entrance chemistry examinations in China

Abstract

Scientific methods have received widespread attention in recent years. Based on the analytical framework derived from Brandon’s matrix consisting of four categories of scientific methods, this paper aimed to conduct...

An Analysis of the Changes in the Representation of Scientific Methods in Laboratory Work in Chinese Senior High School Chemistry Textbooks

“…Scerri took “the periodicity of elements” as an example to illustrate different scientific methods (as specified in Table ), demonstrating that all types of scientific methods in Brandon’s Matrix are valid in chemistry. Subsequently, this matrix was applied to inspect the representation of scientific methods in practical work of chemistry textbooks, as well as in practical items of chemistry examinations. , Moreover, it was adapted to explore how the diversity of scientific methods is perceived by preservice chemistry teachers . In conclusion, the validity and relevance of Brandon’s Matrix have been confirmed by some research in the field of chemistry education.…”

“…This kind of imbalance has repeatedly appeared in empirical research in the field of chemistry education. 14,31,39 For instance, Cullinane et al revealed that in English high-stakes chemistry examination papers, nonmanipulative parameter measurement (NPM) was a dominating type, while manipulative hypothesis testing (MHT) was presented in a limited capacity. 14 The similar situation in different cultural regions indicates that the lack of enough attention paid by chemistry educators to the diversity of scientific methods is a universal problem.…”

“…In the present study, based on Brandon’s Matrix, we have illustrated the meanings of four types of scientific methods in the context of laboratory work and analyzed how scientific methods are represented in laboratory work of Chinese senior high school chemistry textbooks at different periods in the past 30 years. Although this matrix has been used in the field of chemistry education, , it is the first time that we have employed it to investigate the changes in the representation of scientific methods in textbooks from a historical evolution perspective. Our research validated the applicability of this matrix to characterize laboratory work in chemistry textbooks and uncovered the changing trends in the representation of scientific methods.…”

“…Second, the “culture of examination” prevails in China, and the education system is guided by high-stakes exams . Previous studies have confirmed that there are fewer items involving hypothesis testing in Chinese college entrance chemistry examinations, , which may be one reason for the low proportion of hypothesis-testing type in chemistry textbooks. Third, as Wei et al described, it is not easy to formulate and test chemistry hypotheses, which may cause some difficulties for textbook writers in designing practical activities that contain the element of hypothesis testing.…”

Investigating Preservice Chemistry Teachers’ Understanding and Views about the Diversity of Scientific Methods

“…Therefore, it is necessary for chemistry teachers to correctly understand scientific methods and integrate them into teaching practices within the context of chemistry content, in order for students to hold informed views about scientific methods. More importantly, the diversity of scientific methods has been reflected in chemistry textbooks and high-stakes exams, ,, which puts forward more urgent needs for chemistry teachers to understand and deal with the diversity of scientific methods.…”