Learning About Different Models of Theory Change Using an Adapted Mystery Tube Activity in Science Teacher Education

The importance of the philosophy of science in science teacher education has long been argued for by science educators. In particular, understanding how scientific knowledge is generated, negotiated, and developed is a key area of the philosophy of science that is relevant to science teaching. However, research on the nature of scientific knowledge in science education has primarily focused on how it is constructed rather than how it is revised and developed through social processes. In this study, we adapted the classic “mystery tube” activity by including additional steps in which initial hypotheses are discussed and revised in groups, to help preservice science teachers (PSTs) understand the models of theory change proposed by Karl Popper, Thomas Kuhn, and Imre Lakatos. The study participants included 41 undergraduate PSTs from a South Korean university. Activity worksheets, end-of-term reports, and group discussion recordings were analyzed qualitatively to determine how participants related the Popperian, Kuhnian, and Lakatosian models of theory change to their own experiences of theory construction and revision. The findings show that the participants could identify key features of each model when explaining various aspects of the activity. It is also suggested that the activity was beneficial to the participants in understanding different models of theory change in philosophy of science. We discuss the implications of designing and implementing mystery tube activities to teach topics in philosophy of science in preservice science teacher education.