Chemistry open-ended problem solving during initial secondary education teacher training

Abstract

We present a case study of the work with the Methodology of Problem-Solving as an Investigation (MPSI) in the context of the Spanish Master’s in Secondary Education. Here, future physics and chemistry secondary teachers had to solve some sequences of school open-ended problems, in order to promote reflection on its characteristics and favour its later use. The objectives of this research consist of describing how the problem “What might happen when a substance is heated up?” was introduced, and analysing preservice teachers’ achievement levels in the competence dimensions of the MPSI. In addition, the article justifies the suitability of the abovementioned problem to work on most of the curricular requirements about physical and chemical changes in a single problem. The results from the future teachers’ written reports can be considered as positive, and appear to be best for the “formulation of hypotheses” and worst for the “design of resolution strategies”. Moreover, these results do not seem to very much depend on the preservice teachers’ previous studies. Finally, we call for providing more inquiry-based learning opportunities to future teachers, in order to promote improvement in these scientific competencies and favour a later inclusion of the Inquiry-Based Science Education at school levels.