The main purpose of this study is to explore the epistemological problems underlying pre-service chemistry teachers’ aims in using practical work, i.e., individual or small group object manipulation or observation, in school science. Twenty-two pre-service chemistry teachers participated in this study. Qualitative data collection tools included participants’ reflections about some practical work cases; participants’ practical work plans; responses given to open-ended questions about practical work, scientific inquiry, the epistemology of science, and science teaching approaches such as discovery and inquiry based learning; and follow-up interviews. Through the qualitative analysis of the data, participants’ aims were grouped under three main themes, which included six categories: providing learning by discovery to students, serving to verify scientific theory, making scientific theories concrete, developing students’ scientific process skills, providing learning about the nature of science, and creating curiosity and motivation towards science. Arguments related to any epistemological problems underlying some of these aims are presented in the Results and discussion section. Based on the results, conclusions were made about the sources of these epistemological problems, why the epistemology of science should be considered explicitly when teaching the science teaching approaches and using the practical work, and why “teaching nature of science implicitly” failed.

中文翻译：

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职前化学老师旨在在学校科学中运用实际工作的目标的认识论问题

这项研究的主要目的是探讨潜在的售前售后服务化学教师在使用实际工作的目标，认识论的问题，即在学校科学中，个人或小组对象的操纵或观察。22名职前化学老师参加了这项研究。定性的数据收集工具包括参与者对一些实际工作案例的思考；参加者的实际工作计划；对有关实践工作，科学探究，科学认识论和科学教学方法（例如基于发现和探究的学习）的开放式问题的回答；和后续采访。通过对数据的定性分析，参与者的目标分为三个主要主题，包括六个类别：通过发现向学生提供学习，验证科学理论，使科学理论具体化，发展学生的科学过程技能，提供学习关于科学的本质，并激发人们对科学的好奇心和动力。结果和讨论部分介绍了与这些目标中的某些认识论问题相关的论点。根据这些结果，得出以下结论：这些认识论问题的根源，为什么在教授科学教学方法和使用实际工作时应明确考虑科学认识论，以及“隐式教学本质”失败了。