How Do Scientists and Preservice Teachers Describe Anomalous Data and Justification in Science?

• In Event: Roundtable Session 16
  In Roundtable Session: Epistemological Alignment and Beliefs in Science and Engineering Education

Abstract

Scientists must make sense of data, including anomalous data, in the process of justifying claims. Little research has explored how individuals understand anomalies and the justification of knowledge. This study explores (1) scientists’ and preservice science teachers’ ideas of how scientists know when to make their results public (needs for justification), (2) scientists’ and preservice teachers’ ideas of how scientists deal with anomalous data; (3) how preservice teachers think students deal with anomalous data. Results indicate discrepancies between scientists and preservice teachers regarding the process of justifying scientific knowledge; as well as how anomalies are handled and the role they play within scientific practices. The discrepancies are significant when considering teachers’ needs when addressing scientific practices in their classrooms.

Author

• Renee S. Schwartz, Georgia State University