Teachers' perceptions of Brandon's Matrix as a framework for the teaching and assessment of scientific methods in school science

Abstract

This article utilizes a framework for classifying different scientific methods suggested by a philosopher of science (Brandon Synthese, 99, 59–73, 1994) called Brandon’s Matrix. It presents findings from teachers who took part in a funded project in England that looked at the nature of scientific methods in science investigations. Science investigations are an integral aspect of science education and, as such, are often included in high stakes examinations. Therefore, teachers need to have a good understanding of a range of scientific methods and their purposes in science investigations. The framework was used to ask teachers to classify science investigations based on how they teach them. It was also employed to devise assessments to measure students’ understanding of scientific methods. The teachers were introduced to the new approaches and their perceptions were gathered to understand if they supported this as a framework for their classroom practice. Evidence from the study suggested that Brandon’s Matrix appealed to teachers as a framework for practical science in schools, and they see potential benefits for its use in the teaching, learning, and assessment of science. Findings from the study showed it appealed to the teachers as a tool for classifying scientific methods, and how they also recognized the importance of assessing practical work and had an appreciation of the constraints and drivers in the current curriculum and assessment requirements in England. Implications for teachers’ professional development are discussed.