Perspectives on the problem of alternative conceptions

Alternative conceptions present an ongoing problem that has proven difficult to address. Much research into the alternative conceptions of various groups of learners, including preservice science teachers (PSSTs), has been undertaken. This research study adopts two perspectives to the problem of alternative conceptions in chemistry: one founded upon postpositivism and constructivism, and one founded upon Edith Stein’s phenomenology of empathy and community, using Leslie Baxter’s Relational Dialectics Theory (RDT) as a sensitising theory. Both perspectives lend insight into this problem, with the latter presenting a new perspective not previously adopted in Science Education Research (SER). The postpositivism-constructivism perspective was adopted to examine the role of the model of Science Teacher Education (STE) on PSSTs’ alternative conceptions in chemistry, and PSSTs’ approaches to answering diagnostic instruments, such as that developed as part of this study. The Stein-RDT perspective was taken to investigate the lived experience of PSSTs as they attempted to develop their conceptual understanding, and encountered alternative conceptions, in the context of the community-oriented blended learning programme, which was developed as part of this research study. This approach reframed the problem of alternative conceptions from one which viewed it as a primarily cognitive issue, to one which considered it a problem of persons relating to one another. The postpositivism-constructivism approach to investigating the role of STE on PSSTs’ alternative conceptions involved the creation of an alternative conceptions diagnostic instrument which was administered to PSSTs following the concurrent and consecutive models of STE across Ireland. The results indicated that, in general, the most important predictor of the prevalence of alternative conceptions was a factor unrelated to any aspect of third-level education: it was PSSTs’ upper-second-level educational experience of chemistry. However, PSSTs’ model of STE was an important predictor in the area of chemical bonding, with those following the concurrent model having fewer alternative conceptions than those following the consecutive model. This was interpreted as being due to the complexity of the topic and differences in perceptions of future roles at the outset of third-level chemistry/science education. The investigation into PSSTs’ approaches to diagnostic items led to unexpected findings which formed a bridge between the two perspectives in this study. PSSTs experienced shame, embarrassment and self-recrimination when discussing their conceptual understanding. This led to a re-evaluation of alternative conceptions as a problem solely within learners’ cognitive structures and a new perspective was sought out which could respond to this aspect of the research. This led to the Stein- RDT approach in which the problem was reframed as one of persons relating to one another. The Stein-RDT perspective taken to investigate PSSTs’ lived experience of attempting to address their alternative conceptions revealed the presence of three main dialectical tensions: a tension between the denial and acceptance of barriers to conceptual understanding, a tension between expression and non-expression, and a tension between perspectives as a learner and as a teacher. The interplays upon which these dialectics were constituted were central to PSSTs’ experience of conceptual discussions and the behaviours of the community-oriented groups. Direct, antagonist interplays between alternatively-conceived and scientifically-conceived conceptual discourses were observed to lend themselves to more favourable educational outcomes in the groups observed in the study. The engagement of the community-oriented groups with metacognitive experiences was also associated with more favourable outcomes. This engagement and the interplays between conceptual discourses were founded upon the relational dialectics experienced by the communityoriented groups. This thesis presents the research and background relating to the postpositivism-constructivism and Stein-RDT perspectives and discusses the implications of this research for STE and the value of the Stein-RDT perspective for future research.