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1.
In mathematics education, a vast amount of research has shown that students of different ages have a strong tendency to apply
linear or proportional models anywhere, even in situations where they are not applicable. For example, in geometry it is known
that many students believe that if the sides of a figure are doubled, the area is doubled too. However, also history of science
provides several cases of thinkers who inadequately postulated linear relations to describe situations. This article focuses
on secondary school students’ over-reliance on linearity in physics. Now and then, science educators report students’ tendency
to assume and impose linear relations in physics, but—as far as we know—no substantial efforts were undertaken to study this
phenomenon systematically. We conducted an empirical investigation aimed at identifying the competence of 8th- and 11th-graders—before
and after being taught the relevant physical topics—to qualitatively grasp various situations in physics, as well as their
tendency to quantify that qualitative insight linearly. The results provide an ambivalent picture of students’ overuse of
linearity in physics: Although linear reasoning is sometimes used as a default strategy, even after instruction that addresses
the relevant physical contents, this study also indicates that context is taken into account more often than is suggested
by research on mathematical problem solving. 相似文献
2.
Hans Ernst Fischer Klaus Klemm Detlev Leutner Elke Sumfleth Rüdiger Tiemann Joachim Wirth 《Journal of Science Teacher Education》2005,16(4):309-349
In view of the research on education—and subject-related education in particular—that has been conducted in recent years,
it would seem useful to describe the current state and future trends of research on science teaching and learning. In the
present article, research findings are described, the deficits of science education are analyzed, and medium- and long-term
research goals are specified from the perspective of an interdisciplinary cooperative effort between specialists in the fields
of empirical educational research; the psychology of learning and instruction; and biology, chemistry, and physics education.
Revised and supplemented version of Fischer, H. E., Klemm, K., Leutner, D., Sumfleth, E., Tiemann, R., and Wirth, J. (2003).
Naturwissenschaftsdidaktische Lehr-Lernforschung: Defizite und Desiderata [Natural science-didactical learning research: Deficits
and desiderata]. Zeitschrift für Didaktik der Naturwissenschaften, 9, 179–208. 相似文献
3.
Jun-Young Oh 《International Journal of Science and Mathematics Education》2011,9(5):1135-1166
Researchers have shown that most students resist changes to their core beliefs by offering auxiliary hypotheses at the first
sign of the development of conceptual change. Studies have viewed student reaction to discrepant events as an important clue
in helping researchers understand not only the structure of alternative concepts (Niaz, Science & Education, 7(2):107 – 127, 1998) but also the nature of scientific concepts. The main objectives of this research were the following: (a) to consider prudently
the conflict map of Tsai (International Journal of Science Education, 22(3):285 – 302, 2000); (b) to initiate and develop an enhanced conflict map based on Lakatosian ethodology, which could help science teachers
and students resolve conflicts that occur in the explanation of natural phenomena; (c) to examine the effectiveness of the
enhanced conflict map; and (d) to discuss these implications in science education. Specifically, this study used two freshman
classes from the Department of Electronics and one class of Astronomy majors from C. National University, South Korea, to
investigate how scientific concepts change after selecting the modern physics field (Photoelectric effect), which is included
in the Physics and Astronomy courses. Modern physics has led to the so-called Lakatosian heuristic principle or methodology,
a useful framework that includes scientific philosophy and science history as study strategies. “Enhanced conflict maps” are
suggested for use to consistently show all the study processes. 相似文献
4.
Mario Bunge was born in Argentina in the final year of the First World War.He learnt atomic physics and quantum mechanics from an Austrian refugeewho had been a student of Heisenberg. Additionally he taught himself modernphilosophy in an environment that was a philosophical backwater. He was thefirst South American philosopher of science to be trained in science. Hispublications in physics, philosophy, psychology, sociology and the foundationsof biology, are staggering in number, and include a massive 8-volume Treatiseon Philosophy. The unifying thread of his scholarship is the constant and vigorousadvancement of the Enlightenment Project, and criticism of cultural and academicmovements that deny or devalue the core planks of the project: namely its naturalism,the search for truth, the universality of science, rationality, and respect for individuals.At a time when specialisation is widely decried, and its deleterious effects on science,philosophy of science, educational research and science teaching are recognised – it is salutary to see the fruits of one person's pursuit of the Big' scientific and philosophical picture. 相似文献
5.
In the present study we attempt to incorporate the philosophical dialogue about physical reality into the instructional process
of quantum mechanics. Taking into account that both scientific realism and constructivism represent, on the basis of a rather
broad spectrum, prevalent philosophical currents in the domain of science education, the compatibility of their essential
commitments is examined against the conceptual structure of quantum theory. It is argued in this respect that the objects
of science do not simply constitute ‘personal constructions’ of the human mind for interpreting nature, as individualist constructivist
consider, neither do they form products of a ‘social construction’, as sociological constructivist assume; on the contrary,
they reflect objective structural aspects of the physical world. A realist interpretation of quantum mechanics, we suggest,
is not only possible but also necessary for revealing the inner meaning of the theory’s scientific content. It is pointed
out, however, that a viable realist interpretation of quantum theory requires the abandonment or radical revision of the classical
conception of physical reality and its traditional metaphysical presuppositions. To this end, we put forward an alternative
to traditional realism interpretative scheme, that is in harmony with the findings of present-day quantum theory, and which,
if adequately introduced into the instructional process of contemporary physics, is expected to promote the conceptual reconstruction
of learners towards an appropriate view of nature. 相似文献
6.
Wolff-Michael Roth 《Cultural Studies of Science Education》2007,2(4):721-783
In science education, reform frequently is conceived and implemented in a top-down fashion, whether teachers are required
to engage in change by their principals or superintendents (through high-stakes testing and accountability measures) or by
researchers, who inform teachers about alternatives they ought to implement. In this position paper on science education policy, I draw on first philosophy to argue for a different approach to reform, one that involves all stakeholders—teachers, interns,
school and university supervisors, and, above all, students—who participate in efforts to understand and change their everyday
praxis of teaching and learning. Once all stakeholders experience control over the shaping and changing of classroom learning
(i.e., experience agency), they may recognize that they really are in it together, that is, they experience a sense of solidarity.
Drawing on ethnographic vignettes, science teaching examples, and philosophical concepts, I outline how more democratic approaches
to reform can be enabled. 相似文献
7.
This article is an argument about something that is both important and severely underemphasized in most current science curricula.
The empirical attitude, fundamental to science since Galileo, is a habit of mind that motivates an active search for feedback
on our ideas from the material world. Although more simple views of science manifest the empirical attitude through relation
of theories to data, we describe more recent philosophical scholarship that characterizes the relation of theories to data
through phenomena (regularities in nature’s behavior that can be identified and characterized through data). This view highlights the centrality
of material
practice, in which scientists design data collection events to inform phenomena. Thus manifestation of the empirical attitude in science
is characterized as a design endeavor that involves considerably sophisticated coordination among theories, phenomena, data,
and data collection events. If we want students to learn how to participate in such work, curricula should break down these
complex processes into more basic components at least at the outset. Our recommendation is to begin with design activities
that can focus on the empirical attitude initially without the complex coordination with phenomena and data. We present an
example of such an activity and share results that suggest design activities can target the empirical attitude and be built
upon in curricula to gradually include coordination with phenomena and theories. 相似文献
8.
Kristina Rolin 《Science & Education》2008,17(10):1111-1125
Physics education reform movements should pay attention to feminist analyses of gender in the culture of physics for two reasons.
One reason is that feminist analyses contribute to an understanding of a ‘chilly climate’ women encounter in many physics
university departments. Another reason is that feminist analyses reveal that certain styles of doing science are predominant
in the culture of physics. I introduce recent philosophical work in social epistemology to argue that the predominance of
certain styles of doing science is not good for science. Scientific communities would benefit from greater diversity in styles
of doing science.
相似文献
| Kristina RolinEmail: |
9.
Michael R. Matthews 《Science & Education》2012,21(10):1393-1403
Mario Bunge was born in Argentina in 1919 and is now in his mid-90s. He studied atomic physics and quantum mechanics with Guido Beck (1903?C1988), an Austrian refugee and student of Heisenberg. Additionally he studied modern philosophy in an environment that was a philosophical backwater becoming the first South American philosopher of science to be trained in science. His publications in physics, philosophy, psychology, sociology and the foundations of biology, are staggering in number, and include a massive 8-volume Treatise on Philosophy. The unifying thread of his scholarship is the constant and vigorous advancement of the Enlightenment Project, and criticism of cultural and academic movements that deny or devalue the core planks of the project: namely its naturalism, the search for truth, the universality of science, the value of rationality, and respect for individuals. At a time when specialisation is widely decried, and its deleterious effects on science, philosophy of science, educational research and science teaching are recognised, and at a time when ??grand narratives?? are thought both undesirable and impossible??it is salutary to appraise the fruits of one person??s pursuit of the ??Big?? scientific and philosophical picture or grand narrative. In doing so this special issue brings together philosophers, physicists, biologists, sociologists, logicians, cognitive scientists, economists and mathematicians to examine facets of Mario Bunge??s systematic philosophy and to appraise its contribution to important issues in current philosophy and, by implication, education. 相似文献
10.
Ian Robottom 《Research in Science Education》2012,42(1):95-107
In the past decade, we have seen the well-established discourse of environmental education (EE) supplanted by that of education
for sustainability (EfS). In some ways this change in terminology has been no more than a slogan change, with the actual educational
practices associated with EfS little changed from those qualified by EE (Campbell and Robottom 2008). Environment-related education activities under both terms frequently focus on socio-scientific issues – which serve as
the chief organising principle for a range of related curriculum activities – and are shaped by the particular characteristics
of these issues. Socio-scientific issues are essentially constituted of questions that are philosophical as well as empirical
in nature. Socio-scientific issues consist in contests among dissenting social, economic and environmental perspectives that
rarely all align, giving rise to debates whose resolution is not amenable to solely scientific approaches. Socio-scientific
issues, then, exist at the intersection of differing human interests, values and motivations and are therefore necessarily
socially-constructed. An adequate educational exploration of these issues requires a recognition of their constructedness
within particular communities of interest and of the limitation of purely applied science perspectives, and, in turn, requires
the adoption of curricular and pedagogical approaches that are in fundamental ways informed by constructivist educational
assumptions – at least to the extent that community constructions of socio-scientific issues are recognised as being shaped
by human interests and social and environmental context. This article considers these matters within the context of examples
of environment-related practice drawn from two geographical regions. The article will argue that a serious scientific element
is both necessary and insufficient for a rigorous educational exploration of socio-scientific issues within either the EE
or EfS discourses, and will consider some implications for professional development and research in this field. 相似文献
11.
Demetris P. Portides 《Science & Education》2007,16(7-8):699-724
The notions of ‘idealisation’ and ‘approximation’ are strongly linked to the question of ‘how our theories represent the phenomena
in their scope’. Although there is no consensus amongst Philosophers on the nature of the process of idealisation and how
it affects theoretical representation, at the level of science education much can be gained from the insights of existing
philosophical analyses. Traditionally, teaching methodologies treat the observed divergence between theoretical predictions
and experimental data by appealing to the more common-sensical notion of ‘approximation’. The use of the latter notion, however,
to explicate discrepancies between theory and experiment obscures the theory/experiment relation. It does so, I argue, because
from the viewpoint of scientific modelling ‘approximation’ either depends upon or piggybacks on ‘idealisation’. 相似文献
12.
How do secondary school science teachers justify the model of a particulate nature of matter, and how do the arguments they use relate to historical arguments? To find out, we individually interviewed 11 in‐service secondary school science teachers (certified to teach chemistry and/or physics in secondary school, and with 2 to 30 years of teaching experience) regarding their arguments for the particulate nature of matter and experiments that could demonstrate the existence of particles. The collected data were qualitatively analyzed. Three qualitatively different categories of arguments could be constructed from data: philosophical arguments, indirect experimental arguments, and direct experimental arguments. The indirect experimental arguments which is the largest category could be further divided into qualitatively different subcategories: nonspecific research and experiments, and chemical, physical, and subatomic experiments. Even though several experiments and arguments were suggested by the informants in our study, the arguments regarding the validity of the experiments were quite uncertain and vague. The experiments and arguments were used to corroborate the particulate nature of matter and taken for granted in advance rather than used to justify a model with particles. The outcome was discussed in relation to scientific arguments and experiments and in view of results from previous science education research. Based on our data, teacher education and in‐service teacher training, as well as teacher guides, were suggested to be more elaborate regarding contemporary knowledge, with direct experimental evidence for the particulate nature of matter being presented. 相似文献
13.
Ioannis Rentzos 《Science & Education》2005,14(7-8):733-745
The contents of the Greek magazine ‘Physicos Cosmos’ include science popularization, teaching proposals, and issues of educational concern. The magazine is addressed to teachers
of physics and, consequently, to grammar-school pupils/students. Its articles ranged, in general, from short texts taken from
physical sciences to more specialized articles. During the period under consideration (1975–1977), i.e., after the fall (1974)
of the military government (1967–1974) and the outset of the educational reform, the magazine’s subjects changed, comprising
interdisciplinary proposals in relation to the philosophy of physical and natural sciences, their history, their social usefulness,
and their connections with non-scientific culture. Some new approaches concerned particularly school geography as a multidisciplinary
field. 相似文献
14.
Postcolonial foldings of space and identity in science education: limits, transformations, prospects
The four essays reviewed here constitute a worthwhile attempt to discuss various aspects of postcolonial theory, and offer
constructive ideas to ongoing academic as well as public conversations with respect to whether science education can meet
the challenges of educating an increasingly diverse population in the 21st century. These essays are grounded in the assumption
that it is difficult to make meaningful and transformative changes in science education so that educators’ efforts take into
consideration the dramatic changes (i.e., diverse culture and racial origins, language, economic status etc.) of ‘an era of
globalization’ in order to meet the demands of today’s schools. Each of these four essays problematizes various aspects of
the social and cultural conditions of science education nowadays using different ‘postcolonial’ ideas to interpret the implications
for science learning and teaching. Although the term ‘postcolonial’ has certainly multiple meanings in the literature, we
use this term here to describe the philosophical position of these essays to challenge long-standing and hegemonic practices
and taken-for-granted assumptions in science education. Through critical analysis of these essays, we engage in a dialogue
with the authors, focusing on two of what seem crucial issues in understanding the potential contributions as well as the
risks of postcolonial concepts in science education; these issues are space and identity. We choose these issues because they permeate all four essays in interesting and often provocative ways.
相似文献
| Michalinos ZembylasEmail: |
15.
Helen Ormiston-Smith 《Research in Science Education》1993,23(1):222-227
My Masters research project is a discourse analysis of physics textbooks. I am using the term ‘discourse’ in its sociological
sense rather than its linguistic sense. I have interpreted my endeavours to date as showing that there is a basic confusion
underlying the writing of textbooks. Whilst authors believe that they are revealing the universe to the student/reader, they
understand tacitly that more is required than just revelation. I wish to argue that the ‘more that is required’ would be more
readily constructed by authors if they understood that what they are doing is arguing a case: a case that scientific knowledge
is an effective and appropriate way of interpreting the world.
Specializations: physics education, physics textbooks, physics teacher education. 相似文献
16.
The research outlined in this paper investigated how student teachers perceived the development of their knowledge and attitudes
towards physics through video recorded practical workshops based on experiments and subsequent group discussions. During an
8-week physics course, 40 primary science student teachers worked in groups of 13–14 on practical experiments and problem-solving
skills in physics. The student teachers were video recorded in order to follow their activities and discussions during the
experiments. In connection with every workshop, the student teachers participated in a seminar conducted by their physics
teachers and a primary science teacher; they watched the video recording in order to reflect on their activities and how they
communicated their conceptions in their group. After the 8 weeks of coursework a questionnaire including a storyline was used
to elicit the student teachers’ perceptions of their development of subject matter knowledge from the beginning to the end
of the course. Finally, five participants were interviewed after the course. The results provided insight into how aspects
such as self-confidence and the meaningfulness of knowledge for primary teaching were perceived as important factors for the
primary science student teachers’ development of subject matter knowledge as well as a positive attitude towards physics. 相似文献
17.
Hongcai Wang 《Frontiers of Education in China》2007,2(1):63-73
Historically, scholars have made unfailing efforts to position education as a standard science, but no solid success has been
achieved regardless of the positivistic paradigm, quantitative approaches, or value-free neutral stances they adopted. In
China, scholars have set up a so-called “three independency” standard for the scientific study of education, but it has been
finally proved invalid in practice. As interdisciplines permeate the field of education, education experiences a crisis of
being colonized. After serious rethinking, interdisciplines were widely believed to do more good than harm to education. Therefore,
education is beginning to transform from a “colony” to an “empire”. In this transformation, education finds it necessary to
break the traditional disciplinary boundaries and make it a field in which interdisciplinary communication is contributory
to the enrichment of scholarship.
Translated from Xiamen Daxue Xuebao (Zhexue Shehui Kexue Ban) 厦门大学学报 (哲学社会科学版) (Journal of Xiamen University (Arts & Social Sciences)), 2006, (1): 72–78 相似文献
18.
Igal Galili 《Science & Education》2009,18(1):1-23
This paper considers thought experiment as a special scientific tool that mediates between theory and experiment by mental
simulation. To clarify the meaning of thought experiment, as required in teaching science, we followed the relevant episodes
throughout the history of science paying attention to the epistemological status of the performed activity. A definition of
thought experiment is suggested and its meaning is analyzed using two-dimensional conceptual variation. This method allows one to represent
thought experiment in comparison with the congenerous conceptual constructs also defined. A similar approach is used to classify
the uses of thought experiments, mainly for the purpose of science curriculum.
Igal Galili is professor of science education at the Hebrew University of Jerusalem, Israel. Educated in physics, he turned to the area of physics education where his research addresses students’ knowledge of physics and its structure, the nature of physics concepts to be taught, physics knowledge structure and the ways of its representation in teaching. This orientation implies addressing the history and philosophy of science, both by teachers and students, as providing conceptual framework of the meaningful and cultural knowledge of the subject. Within this effort, a special framework of discipline-culture was developed and suggested for teaching science. The same framework was used to explain students’ conceptual change, the structure of science curriculum, as well as of scientific revolutions. 相似文献
| Igal GaliliEmail: |
Igal Galili is professor of science education at the Hebrew University of Jerusalem, Israel. Educated in physics, he turned to the area of physics education where his research addresses students’ knowledge of physics and its structure, the nature of physics concepts to be taught, physics knowledge structure and the ways of its representation in teaching. This orientation implies addressing the history and philosophy of science, both by teachers and students, as providing conceptual framework of the meaningful and cultural knowledge of the subject. Within this effort, a special framework of discipline-culture was developed and suggested for teaching science. The same framework was used to explain students’ conceptual change, the structure of science curriculum, as well as of scientific revolutions. 相似文献
19.
Russell Tytler 《Research in Science Education》1994,24(1):338-347
A study of primary school children's explanations of a range of phenomena concerning air pressure revealed considerable fluidity
in their use of conceptions. A measure of consistency was developed and applied to children's written and oral explanations
in a range of contexts. While the results showed a general trend with age toward more abstract, ‘generalizable’ conceptions,
the notion of parsimony was found to be problematic on a number of levels. Children do not apply a single conception to a
phenomenon, but rather operate with multiple conceptions in their explanations, complicating the whole notion of consistency.
Moreover, as they develop and apply more advanced conceptions, children inevitably display temporary reductions in consistency.
These findings suggest a rather more complex model of conceptual advance than implied in the literature on ‘conceptual change’.
Specializations: children's science explanations, conceptual change, primary science teacher education, physics education. 相似文献
20.
Wolff-Michael Roth Yew Jin Lee SungWon Hwang 《Cultural Studies of Science Education》2008,3(2):231-261
Over the past three decades, science educators have accumulated a vast amount of information on conceptions––variously defined
as beliefs, ontologies, cognitive structures, mental models, or frameworks––that generally (at least initially) have been
derived from interviews about certain topics. During the same time period, cultural studies has emerged as a field in which
everyday social practices are interrogated with the objective to understand culture in all its complexity. Science educators
have however yet to ask themselves what it would mean to consider the possession of conceptions as well as conceptual change
from the perspective of cultural studies. The purpose of this article is thus to articulate in and through the analysis of
an interview about natural phenomenon the first principles of such a cultural approach to scientific conceptions. Our bottom-up
approach in fact leads us to develop the kind of analyses and theories that have become widespread in cultural studies. This
promises to generate less presupposing and more parsimonious explanations of this core issue within science education than
if conceptions are supposed to be structures inhabiting the human mind.
Wolff-Michael Roth is the Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). Yew Jin Lee is an assistant professor of science education at the National Institute of Education, Singapore. He has completed his PhD with Roth and begun to establish an extensive publication record, including Participation, Learning, and Identity: Dialectical Perspectives (Roth et al. 2005). His work concerned knowing and learning in complex systems, that is, at individual and collective (institution, society) levels. SungWon Hwang is postdoctoral fellow at the University of Victoria, Victoria, BC, Canada. She conducts interdisciplinary research projects that articulate dialectic frameworks of learning and identity in the context of science and mathematics. She studied science education in Korea and migrated to adopting a range of philosophical, psychological, and sociological theories for the conceptualization of scientific practice from phenomenological and cultural perspectives. 相似文献
| Wolff-Michael RothEmail: |
Wolff-Michael Roth is the Lansdowne Professor of Applied Cognitive Science at the University of Victoria, Canada. His research focuses on cultural-historical, linguistic, and embodied aspects of scientific and mathematical cognition and communication from elementary school to professional practice, including, among others, studies of scientists, technicians, and environmentalists at their work sites. The work is published in leading journals of linguistics, social studies of science, sociology, and fields and subfields of education (curriculum, mathematics education, science education). His recent books include Toward an Anthropology of Science (Kluwer, 2003), Rethinking Scientific Literacy (Routledge, 2004, with A. C. Barton), Talking Science (Rowman and Littlefield, 2005), and Doing Qualitative Research: Praxis of Method (SensePublishers, 2005). Yew Jin Lee is an assistant professor of science education at the National Institute of Education, Singapore. He has completed his PhD with Roth and begun to establish an extensive publication record, including Participation, Learning, and Identity: Dialectical Perspectives (Roth et al. 2005). His work concerned knowing and learning in complex systems, that is, at individual and collective (institution, society) levels. SungWon Hwang is postdoctoral fellow at the University of Victoria, Victoria, BC, Canada. She conducts interdisciplinary research projects that articulate dialectic frameworks of learning and identity in the context of science and mathematics. She studied science education in Korea and migrated to adopting a range of philosophical, psychological, and sociological theories for the conceptualization of scientific practice from phenomenological and cultural perspectives. 相似文献