The Role of Analytical Pluralism in Understanding Student Learning in Science

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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 chapter 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.

Keywords

• analysing qualitative data
• analytical pluralism
• analytical lenses
• curriculum models
• meaningful learning
• learning impediments
• cognitive structure
• student ontologies
• orbitals
• quantum theory

Content

Introduction

• Methodological triangulation: slices of data and layers of interpretation
• The battery-of-tests principle
• Clarifying the philosophical basis
• Understanding multifaceted phenomena
• Modelling complex phenomena

An example of analytical pluralism

• Learning about quantum models of atoms and molecules
• Introducing the analytical lenses.
  

Analytical lens: modelling mentality

• Understanding the role of scientific and teaching models
• The role of multiple models
• Interpreting chemical representations
• Modelling the molecular structure of benzene
  

Analytical lens: learning impediments

• Meaningful learning, chunking and scaffolding

Analytical lens: student ontologies

• Exploring student ontologies
• Modelling student ontologies
• Forming an orbital concept from the existing ontology
• The analogy of spin

Converging lenses: complementary perspectives

• Converging lenses on the orbital model

Discussion – analytical plurality versus methodological purity

Conclusion

The author's manuscript version of the chapter is available here.