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1.
Anton E. Lawson 《科学教学研究杂志》2002,39(3):237-252
A sample of preservice biology teachers (biology majors) enrolled in a teaching methods course formulated and attempted to test six hypotheses to answer a causal question about why water rose in a jar inverted over a burning candle placed in a pan of water. The students submitted a lab report in which arguments and evidence for testing each hypothesis were presented in an if/then/therefore hypothetico‐predictive form. Analysis of written arguments revealed considerable success when students were able to manipulate observable hypothesized causes. However, when the hypothesized causes were unobservable, such that they could be only indirectly tested, performance dropped, as shown by use of three types of faulty arguments: (a) arguments that had missing or confused elements, (b) arguments whose predictions did not follow from hypotheses and planned tests, and (c) arguments that failed to consider alternative hypotheses. Science is an enterprise in which unobservable theoretical entities and processes (e.g., atoms, genes, osmosis, and photosynthesis) are often used to explain observable phenomena. Consequently, if it is assumed that effective teaching requires prior understanding, then it follows that these future teachers have yet to develop adequate hypothesis‐testing skills and sufficient awareness of the nature of science to teach science in the inquiry mode advocated by reform guidelines. © 2002 Wiley Periodicals, Inc. J Res Sci Teach 39: 237–252, 2002 相似文献
2.
The purpose of this study was to explicate the impact of an 8‐week science apprenticeship program on a group of high‐ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10–11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 487–509, 2003 相似文献
3.
Michael Oehrtman Anton E. Lawson 《International Journal of Science and Mathematics Education》2008,6(2):377-403
Disagreements exist among textbook authors, curriculum developers, and even among science and mathematics educators/researchers
regarding the meanings and roles of several key nature-of-science (NOS) and nature-of-mathematics (NOM) terms such as proof,
disproof, hypotheses, predictions, theories, laws, conjectures, axioms, theorems, and postulates. To assess the extent to
which these disagreements may exist among high school science and mathematics teachers, a 14-item survey of the meanings and
roles of the above terms was constructed and administered to a sample of science and mathematics teachers. As expected, the
science teachers performed better than the mathematics teachers on the NOS items (44.1 versus 24.7%, respectively) and the
mathematics teachers performed better than the science teachers on the NOM items (59.0 versus 26.1%, respectively). Nevertheless,
responses indicated considerable disagreement and/or lack of understanding among both groups of teachers concerning the meanings/roles
of proof and disproof and several other key terms. Therefore it appears that these teachers are poorly equipped to help students
gain understanding of these key terms. Classroom use of the If/and/then/Therefore pattern of argumentation, which is employed in this paper to explicate the hypothesis/conjecture testing process, might be
a first step toward rectifying this situation. 相似文献
5.
傅小凡 《合肥教育学院学报》2008,(4):57-61
从三个方面展开对明代著名理学家周瑛的科学思想的分析：一是周瑛运用“据理而推其说”的论证方法,对前人的科学假说进行批判的继承;二是周瑛根据自己的科学观点,对自然现象的探索与解释;三是周瑛在医学实践的基础上对人体结构进行的具有解剖学意义的描述。 相似文献
6.
Tony J. Ward Naomi Delaloye Earle Raymond Adams Desirae Ware Diana Vanek Randy Knuth 《International Journal of Science Education》2016,38(6):905-921
Air Toxics Under the Big Sky is an environmental science outreach/education program that incorporates the Next Generation Science Standards (NGSS) 8 Practices with the goal of promoting knowledge and understanding of authentic scientific research in high school classrooms through air quality research. This research explored: (1) how the program affects student understanding of scientific inquiry and research and (2) how the open-inquiry learning opportunities provided by the program increase student interest in science as a career path. Treatment students received instruction related to air pollution (airborne particulate matter), associated health concerns, and training on how to operate air quality testing equipment. They then participated in a yearlong scientific research project in which they developed and tested hypotheses through research of their own design regarding the sources and concentrations of air pollution in their homes and communities. Results from an external evaluation revealed that treatment students developed a deeper understanding of scientific research than did comparison students, as measured by their ability to generate good hypotheses and research designs, and equally expressed an increased interest in pursuing a career in science. These results emphasize the value of and need for authentic science learning opportunities in the modern science classroom. 相似文献
7.
Working from the 1970s to the early 1990s, Walter Alvarez and his research teamsought the cause of the mass extinction that claimed the dinosaurs 65 million years ago. The present paper discusses thatresearch in terms of eight puzzling observations, eight episodes of hypothetico-predictive reasoning, enumerative induction,and Jung's interrogative theory of scientific discovery. The Alvarez case history paints scientific discovery as a process in whichcausal questions are raised and answered through the creative use of analogical reasoning followed by an equally creative process ofhypothesis testing in which predicted and observed results are compared. According to this account, puzzling observations, causalhypotheses, and imagined tests drive investigations and the search for evidence. Two implications follow. The firstconcerns the education of new scientists and science education researchers and the need to more clearlydifferentiate hypotheses from predictions in the research process. The second concerns standard science classroom instruction that shouldmore frequently engage students in open inquiries that raise causal questions and encourage the generation of alternative causalhypotheses, which can then be explicitly tested in ahypothetico-predictive fashion. 相似文献
8.
郭法奇 《高等师范教育研究》2014,(3):1-6
教育研究力是教师学会提出问题、思考问题和研究教育问题的高级能力。教学实践和教育研究需要教师提高教育研究力。教育研究与科学研究有类似的特征,是一种以事实为基础的科学研究。教育研究需要理论指导,理论具有不同的解释力,对教育研究有影响。教育研究的基本过程包括提出问题,收集资料,检验假设,得出结论的过程。教育研究也需要遵守一些基本的原则,包括“不确定性”,“留有余地”,“可证实性”等。为了提升教育研究力,可以遵循一些策略进行练习。 相似文献
9.
Anton E. Lawson Elizabeth A. Reichert Kenneth L. Costenson Patricia M. Fedock Kathleen K. Litz 《科学教学研究杂志》1989,26(8):679-686
Seldom do researchers in science education state causal hypotheses they seek to test. Even less often are alternative hypotheses stated, much less tested. Further, science education researchers as a rule confuse hypotheses with predictions. Thus, they stand little chance of conducting research which distinguishes among alternative explanations, and consequently stand little chance of advancing knowledge beyond the Ruling Theory Stage of thinking. The present article offers five research criteria and their rationale intended to help researchers avoid these problems and help them conduct higher-quality research, which should in turn improve the quality of science teaching. 相似文献
10.
王军 《黑龙江教育学院学报》2005,24(6):55-56
克拉申有关二语习得的“五个假设”理论对第二语言教学模式的建立起着重要作用,但与此同时,该理论也存在着一些不完善之处。特别是在习得、学习假设、输入假设和年长与年幼学习者成功的比较三方面缺乏充分有力的论据来支持其观点,从而影响了该理论的说服力。 相似文献
11.
为了探讨原有陈述性知识和溯因推理能力在学生科学假设形成中的作用,用单摆作为研究工具对49名小学六年级的学生进行测试。结果发现,学生不能利用已有陈述性知识提出相应的科学假设。即使用探究方式对学生进行单摆运动原理的教学,学生具备摆长影响单摆运动周期的陈述性知识,部分学生仍不能提出摆长影响单摆运动速度的科学假设。研究表明,科学假设的形成是陈述性知识和溯因推理能力共同作用的结果。为培养学生的科学假设能力,教师应循序渐进地训练学生的溯因推理技能。 相似文献
12.
Julia Torquati Kay Cutler Deanna Gilkerson Susan Sarver 《Early education and development》2013,24(5):721-743
This study examined early childhood educators' perceptions about nature, science, and environmental education. Preservice early childhood teachers (n = 195) and early childhood professionals currently practicing in the field (n = 162) rated the importance of providing specific nature/science experiences for young children, the importance of specific nature/science learning outcomes, and their confidence implementing specific activities. Research Findings: Consistent with our hypotheses, both professionals and students rated the curricular domain of nature/science as the least important for young children in terms of experiences and learning outcomes in comparison to other curricular domains. Similarly, both professionals and students reported that they were least confident implementing nature/science activities compared to activities in other curricular domains. Qualitative analysis of open-ended questions yielded themes related to definitions of nature, specific activities in and about nature that can promote children's learning and development, and what educators need to know and be able to do in order to be effective “nature educators.” Practice or Policy: Preservice and in-service teacher professional development would benefit from (a) the inclusion of content on nature, science, and environmental education, including the interrelatedness of human and natural systems; (b) a focus on place-based education and/or emergent curriculum; and (c) the provision of experiences in nature that help teachers to develop confidence implementing activities in nature. [Supplementary material is available for this article. Go to the publisher's online edition of Early Education & Development for the following free supplemental resource: Appendix A: Teacher Survey Questions.] 相似文献
13.
Jürgen Paul Norman G. Lederman Jorge Groß 《International Journal of Science Education》2016,38(15):2367-2387
Experiments are essential for both doing science and learning science. The aim of the German youth science fair, Jugend forscht, is to encourage scientific thinking and inquiry methods such as experimentation. Based on 57 interviews with participants of the competition, this study summarises students’ conceptions and steps of learning about experimentation, taking into account age disparities. Five distinct subdomains of learning were identified in which learning processes may occur. These subdomains are procedure, purpose, material, control, and time. The three separate age groups used slightly different concepts but all the participants took the same or very similar steps of learning independent of their age. Two main reasons for conceptual developments could be detected: Firstly, the participating students had the opportunity to work using methodology similar to the commonly accepted scientific path of knowledge. Secondly, due to communication processes during the competition, a purposive reflection of their own project was promoted. With respect to different educational levels, experimentation proves to be a complex scientific framework that will be learnt step by step throughout students’ education. We therefore argue for a stronger anchoring of research experiments embedded in open or authentic inquiry to be included in science lessons at school. 相似文献
14.
Ignoring the role of chance in science distorts the nature of the scientific process. Teachers can address this issue by means of several in-depth historical case studies, such as the discovery of electromagnetism by Oersted. Oersted was led to his lecture experiment by logic (two new hypotheses), but its success from the first trial was largely due to chance. Reproducing Oersteds experiment in the classroom complements the story by allowing students to see for themselves the role of some accidental factors, such as the choice of materials and instruments. The message to students is that chance and logic go together in science. 相似文献
15.
Peter Heering 《Interchange》2010,41(4):323-333
Recently, there has been an increasing emphasis in discussions on science education on the potential and advantages of stories
and narratives in teaching situations. From this, one might conclude that simply starting to use stories in science classrooms
is a good thing, per se. Yet, as I will argue in my paper, things do not appear to be that easy. From my understanding, it is necessary to select
the stories to be told in teaching situations with care – and also to reject those stories which are not to be told. With
respect to such a selection, different criteria can be employed, depending on the aims of the instructional unit. In doing
so, my criteria for selection will be based on an education which does not focus solely on the communication of scientific
knowledge but which emphasizes relevant topics from the nature of science for structuring the teaching. With this intention,
one can identify constructions of narratives that are misleading with respect to the nature of science and which may lead
to an inappropriate understanding of science and scientific practice. 相似文献
16.
Hongming Ma 《Research in Science Education》2009,39(5):701-724
The findings reported in this paper report on an investigation of Chinese people’s understanding of the nature of science
in relation to their conceptualisations of Nature. As an exploratory and interpretive study, it uses semi-structured interviews
with 25 Chinese secondary school science teachers. The paper first presents these teachers’ conceptualisations of Nature,
which were mainly scientifically informed and showed a mixed influence of both traditional and modern Chinese ideas about
Nature. Teachers’ functional understandings of the nature of science were then inferred from their conceptualisations of Nature
and presented from three perspectives: that of science; the strategies and approaches to doing science; and, the status of
scientific knowledge. 相似文献
17.
18.
Learning about scientific inquiry (SI) is an important aspect of scientific literacy and there is a solid international consensus of what should be learned about it. Learning about SI comprises both the doing of science (process) and knowledge about the nature of scientific inquiry (NOSI). German reform documents promote inquiry generally but do not equally address these two sides of inquiry. This study explores how teachers incorporate learning about SI into laboratory work in the Chemistry classroom. Semi-structured interviews were conducted with 14 secondary school Chemistry teachers (8 of them holding a Ph.D. in Chemistry) from Germany. The results indicate that teaching NOSI is not a primary goal for teachers. Still, some aspects of NOSI seem to be more easily incorporated in the Chemistry classroom, for example, critical testing and hypothesis and prediction. Teachers state 2 main criteria to identify suitable chemical laboratory work for teaching NOSI: adaptable parameters and low level of required content knowledge. Surprisingly, differences can be found between Ph.D. and non-Ph.D. teachers’ views on teaching inquiry. The findings of this study can be used to (a) select opportunities for targeted research on teaching NOSI in the Chemistry classroom, (b) inform curriculum material development and (c) give impetus to science teacher education and professional development. 相似文献
19.
Abstract Researchers in science education recognise the importance of information processing capacity as a constraint on the abilities and achievements of science students. This constraint has been referred to as ‘mental capacity’ or ‘working memory capacity’, with the latter leading to the so‐called ‘working memory overload hypothesis’. However, rarely have researchers in this area been explicit as to the nature or theory of the mental capacity or the working memory system to which these terms refer. In this paper we outline two possible models which have proved useful in studies of information processing in other domains. The first model (of mental capacity) developed by Pascual‐Leone and his colleagues has been applied in science education with varying degrees of success. The second model (of working memory) developed by Baddeley and his colleagues has been very successful in accounting for a wide range of cognitive activity, although it has not been applied to science education hitherto. We conclude that consideration of elements of the working memory framework may well prove fruitful in science education. 相似文献
20.
Bugrahan Yalvac Ceren Tekkaya Jale Cakiroglu Elvan Kahyaoglu 《International Journal of Science Education》2013,35(3):331-348
The international science education community recognises the role of pre‐service science teachers’ views about the interdependence of Science, Technology, and Society (STS) in achieving scientific literacy for all. To this end, pre‐service science teachers’ STS views signal the strengths and the weaknesses of science education reform movements. Turkey, a country that follows the international reform movement, aims at improving citizen’s understanding of the STS interdependence to enable them to fully participate in an industrialised, democratic society. This study explores the Turkish pre‐service science teachers’ views (n = 176) on STS issues and discusses the ongoing reform efforts’ strengths and weaknesses within the context of the study findings. Data were collected through an adopted “Views on Science–Technology–Society” instrument. Analysis revealed that many participants held realistic views on science, technology, and society interdependence, while their views on technology and the nature of science were differed. Some viewed technology as an application of science, and some viewed science as explanatory and an interpretation of nature. Most agreed that the scientific knowledge is tentative but they did not present a thorough understanding of the differences between hypotheses, laws, and theories. 相似文献