Ist chemisches Wissen vorläufig oder beständig oder beides? – Untersuchung der Vorstellungen von Lehramtsstudierenden über die Vorläufigkeit von Erkenntnissen in der Chemie.

From an epistemological point of view, tentativeness is an important feature of scientific knowledge. With regard to current debates on "fake science", it becomes also significant within science education. The article provides a proposal for clarifying the term. In addition, results of two qualitative studies are presented. They reveal that most preservice chemistry teachers held inconsistent views on tentativeness, which are furthermore resistant to change. In order to promote a more adequate understanding, it is necessary to deal intensively with the tentative nature of science as well as to address the durability and reliability of well‐supported scientific knowledge. Further approaches to promote an adequate and functional understanding are presented and discussed. [ABSTRACT FROM AUTHOR]