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由孔德所倡导的ｓｃｉｅｎｔｉｆｉｃｐｈｉｌｏｓｏｐｈｙ,在逻辑经验主义的维也纳学派那里得到彻底的实施。但由于其“可证实性”原则对科学命题本身的证实都是成问题的,使问题的中心转向科学命题本身,导致ｐｈｉｌｏｓｏｐｈｙｏｆｓｃｉｅｎｃｅ的真正形成。亨普尔是关键人物,他在与波普证伪主义和库恩的历史主义学派的争论中,共同走进ｐｈｉｌｏｓｏｐｈｙｏｆｓｃｉｅｎｃｅ之中。从ｓｃｉｅｎｔｉｆｉｃｐｈｉｌｏｓｏｐｈｙ到ｐｈｉｌｏｓｏｐｈｙｏｆｓｃｉｅｎｃｅ的转向,展现出现代哲学思想研究的心路：先是借助于实证的科学方法来解决哲学问题;这一努力的失败,导致对科学本身的哲学研究,从而使哲学自身的研究得以深化  相似文献   

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Understanding the science in a ‘socio‐scientific issue’ is at the heart of the varied definitions of ‘scientific literacy’. Many consider that understanding evidence is necessary to participate in decision making and to challenge the science that affects people’s lives. A model is described that links practical work, argumentation and scientific literacy which is used as the basis of this research. If students are explicitly taught about evidence does this transfer to students asking questions in the context of a local socio‐scientific issue? What do they ask questions about? Sixty‐five primary teacher training students were given the pre‐test, before being taught the ‘concepts of evidence’ and applying them in an open‐ended investigation and were tested again 15 weeks later. Data were coded using Toulmin’s argument pattern (TAP) and the ‘concepts of evidence’. After the intervention it was found that, in relation to a socio‐scientific issue, they raised significantly more questions specifically about the evidence that lead to the scientists’ claims although questions explicitly targeting the quality of the data were still rare. This has implications for curricula that aim for scientific literacy.  相似文献   

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As more concerns have been raised about withholding answers during science teaching, this article argues for a need to detach ‘withholding answers’ from ‘hands-on’ investigation tasks. The present study examined students’ learning of light-related content through three conditions: ‘hands-on’ + no ‘withholding’ (hands-on only: HO), ‘hands-on’ + ‘withholding’ (hands-on investigation with answers withheld: HOW), and no ‘hands-on’ + no ‘withholding’ (direction instruction: DI). Students were assessed in terms of how well they (1) knew the content taught in class; (2) reasoned with the learned content; and (3) applied the learned content to real-life situations. Nine classes of students at 4th and 5th grades, N?=?136 in total, were randomly assigned to one of the three conditions. ANCOVA results showed that students in the hands-on only condition reasoned significantly better than those in the other two conditions. Students in this condition also seemed to know the content fairly better although the advance was not significant. Students in all three conditions did not show a statistically significant difference in their ability to apply the learned content to real-life situations. The findings from this study provide important contributions regarding issues relating to withholding answers during guided scientific inquiry.  相似文献   

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Teaching students to use and interpret representations in science is critically important if they are to become scientifically literate and learn how to communicate their understandings and learning in science. This study involved 248 students (119 boys and 129 girls) from 26 grade 6 teachers’ classes in nine primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one of three conditions: the contemporary science + representations condition (Experimentala), the contemporary condition (Experimentalb), or the comparison condition as they participated in an eight-week inquiry-science unit on Natural Disasters. Data on students’ discourse were collected at two time points during the implementation of the unit and data on the concept maps were collected pre- and post-intervention while data on the reasoning and problem-solving (RP-S) task were collected following the intervention. The results show that when students participate in an inquiry-based science unit that is augmented with a variety of multimedia resources presenting a range of current contemporary events (Experimentala and Experimentalb conditions), they demonstrate significantly more social language and basic scientific language and marked increases in moderate scientific language than their peers in the comparison condition. Interestingly, although there were no significant differences on the Personal Concept Map scores between the conditions at Times 1 and 2, the students’ scores in all conditions improved decidedly across time. It appears that as the children had more time to engage with the material, participate in cooperative peer discussions, and receive encouragement from their teachers to provide elaborated feedback to each other, their conceptual understandings of earthquakes were enhanced. However, although the children in the experimental conditions demonstrated significantly more social and scientific language than their peers in the comparison condition, these oral language skills did not transfer to the RP-S task, possibly because they may not have had enough time to consolidate their application in a novel context where they had to work independently.  相似文献   

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Education systems increasingly emphasize the importance of scientific reasoning skills such as generating hypotheses and evaluating evidence. Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are evaluated. Therefore, this article reviews 38 scientific reasoning tests. They used to primarily consist of multiple-choice questions, but since then have become more diverse, even including tests that automatically analyse virtual experiments. Furthermore, this review revealed that the tests focus on the skills of generating hypotheses, generating evidence, evaluating evidence, and drawing conclusions. Additionally, conceptualizations of scientific reasoning have moved towards a domain-specific set of different but coordinated skills over the years. Finally, concluding from gaps in test evaluation, a future focus should be on testing theoretical assumptions, comparing different scientific reasoning tests, and how relevant test results are in predicting criterion variables like academic performance.  相似文献   

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Now visualization courses have been taught at universities around the world. Keeping students motivated and actively engaged in this course can be a challenging task. In this paper we introduce our developed interactive learning system called VisMis (Visualization and Multi-modal Interaction System) for postgraduate scientific visualization course at Beijing Normal University. We develop it following the Great Didactic from Comenius and the theory of constructivism on constructing the visual and interactive learning environment to support and challenge the student’s learning. We give a report on our proprietary system including its educational objective, volume visualization module, multi-modal interaction module, and CUDA implementation etc. By the evaluation, we conclude that VisMis is an innovative platform for volume visualization with novel transfer function design and multi-modal interaction. It has more advantage in easiness, speed, layer control, interaction, etc.  相似文献   

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This paper describes an Israeli national-level research examining the extent to which admissions of elementary school students to the gifted programmes based on standardised tests are gender-fair. In the research, the gifted students consisted of 275 boys, 128 girls, and additional 80 girls who were admitted to the gifted programme through affirmative action (AA). To assess these young students’ scientific thinking skills, also referred to as science practices, open-ended questions of case-based questionnaires were developed. The investigated scientific thinking skills were question posing, explanation, graphing, inquiry, and metacognition. Analysis of the students’ responses revealed that gifted girls who entered the programmes through AA performed at the same level as the other gifted students. We found significant differences between the three research groups in question posing and graphing skills. We suggest increasing gender-fairness by revising the standard national testing system to include case-based narratives followed by open-ended questions that assess gifted students’ scientific thinking skills. This may diminish the gender inequity expressed by the different number of girls and boys accepted to the gifted programmes. We show that open-ended tools for analysing students’ scientific thinking might better serve both research and practice by identifying gifted girls and boys equally well.  相似文献   

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Inquiry-based lessons have been demonstrated to improve children’s scientific thinking (i.e. reasoning abilities and domain-specific knowledge). Although empirical evidence shows that inquiry-based learning requires instruction, research comes from two approaches that have not been bridged yet: direct instruction of scientific reasoning and teacher training of verbal support. We investigated how these two types of instruction separately or combined strengthened children’s scientific thinking by comparing four conditions: baseline, direct instruction, verbal support, and a combined approach. Effectiveness of an inquiry-based lesson series on scientific reasoning abilities, vocabulary, and domain-specific knowledge (near and far transfer) were studied among 301 fourth graders. Results showed that both approaches strengthened different components of scientific reasoning abilities, and that a combination of instructions was most effective for scientific reasoning abilities, vocabulary, and domain-specific knowledge. Domain-specific knowledge acquisition was strengthened only when both instructions were provided. It can thus be concluded that each type of instruction has unique contributions to children’s science learning and that these instructions complement each other. Our study thus showed that inquiry-based lesson series when preceded by direct instruction of scientific reasoning and scaffolded with verbal support are most effective.  相似文献   

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Scientific reasoning skills are not just for researchers, they are also increasingly relevant for making informed decisions in our everyday lives. How can these skills be facilitated? The current state of research on supporting scientific reasoning includes intervention studies but lacks an integrated analysis of the approaches to foster scientific reasoning in primary through secondary education. This meta-analysis evaluates effect sizes taken from 30 interventions in experimental and quasi-experimental studies and shows a medium mean effect of interventions on scientific reasoning. Interventions successfully facilitate scientific discovery, scientific argumentation, or nature of science in all age groups. Moderator analyses show that interventions set in constructive and interactive learning activities yield positive effects but do not differ substantially. Although the meta-analysis is limited by the number of studies included, we can conclude that scientific reasoning can successfully be facilitated and we show which characteristics are beneficial in educational interventions.  相似文献   

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This paper develops a conceptual basis for a model on the teaching of socio‐scientific controversial issues for secondary or high school students. I argue that the teaching of controversial issues needs a stronger theoretical base. Drawing on a liberal democratic conception of possible sources of conflict, three strands are developed that provide a framework for teachers when teaching socio‐scientific issues: these are categories of reasonable disagreement, the communicative virtues, and modes of thought. Examples are given to illustrate how the framework can be used by teachers in which the features of controversy are made explicit to students.  相似文献   

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It is argued that an important first stage in students’ assessment of scientific explanations is that of visualization. A test of visualization is developed and the results for students in their first year of university education are presented. Certain characteristics of defective visualization and the circumstances in which blocks to satisfactory explanation assessment are created emerge rather clearly.

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This article investigates the influence of English as the examination language on the solution of physics and science problems by non-native speakers in tertiary engineering education. For that purpose, a statistically significant total number of 96 students in four year groups from freshman to senior level participated in a testing experiment in the Degree Programme of Aviation at the FH JOANNEUM University of Applied Sciences, Graz, Austria. Half of each test group were given a set of 12 physics problems described in German, the other half received the same set of problems described in English. It was the goal to test linguistic reading comprehension necessary for scientific problem solving instead of physics knowledge as such. The results imply that written undergraduate English-medium engineering tests and examinations may not require additional examination time or language-specific aids for students who have reached university-entrance proficiency in English as a foreign language.  相似文献   

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ABSTRACT

This study investigates the role of automated scoring and feedback in supporting students’ construction of written scientific arguments while learning about factors that affect climate change in the classroom. The automated scoring and feedback technology was integrated into an online module. Students’ written scientific argumentation occurred when they responded to structured argumentation prompts. After submitting the open-ended responses, students received scores generated by a scoring engine and written feedback associated with the scores in real-time. Using the log data that recorded argumentation scores as well as argument submission and revisions activities, we answer three research questions. First, how students behaved after receiving the feedback; second, whether and how students’ revisions improved their argumentation scores; and third, did item difficulties shift with the availability of the automated feedback. Results showed that the majority of students (77%) made revisions after receiving the feedback, and students with higher initial scores were more likely to revise their responses. Students who revised had significantly higher final scores than those who did not, and each revision was associated with an average increase of 0.55 on the final scores. Analysis on item difficulty shifts showed that written scientific argumentation became easier after students used the automated feedback.  相似文献   

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ABSTRACT

This study employed the interview method to clarify the underlying dimensions of and relationships between students’ scientific ontological and epistemic beliefs. Forty Taiwanese high school students were invited to participate in this study. Through content analysis of the participants’ interview responses two ontological dimensions including ‘status of nature’ and ‘structure of nature’ were identified and found to be associated with each other. The two epistemic dimensions ‘knowledge’ and ‘knowing’ aligned with past literature were also categorised. Besides five pattern variations in terms of the aforementioned four dimensions were recognised based on the students’ philosophical stances on their scientific ontological and epistemic beliefs. According to the Chi-square test results both dimensions of scientific ontological beliefs were significantly related to the two dimensions of scientific epistemic beliefs respectively. In general the students who endorsed a more sophisticated ontological stance regarding the status and structure of nature tended to express a more mature epistemic stance toward scientific knowledge and ways of knowing. The results suggest that the maturation of students’ scientific epistemic beliefs may serve as a precursor and the fundamental step in promoting the sophistication of students’ scientific ontological beliefs.  相似文献   

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This paper considers the relationship between science knowledge and the ability to engage in reasoned discussion of the social consequences of science. Through a study of over 200 school students aged 14–16 we show that the ability to engage in reasoned discussion of applications of gene technology is strongly influenced by the ability to recognize key issues, and that ability to recognize key issues requires some understanding of the relevant science. It is also influenced by the specificity of the context under discussion and personal experience. The requisite scientific knowledge base is relatively modest and can be effectively taught through brief teaching interventions that are well designed and contextualized. The implications for classroom practice are considered  相似文献   

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Background: Scientific models have important roles in science and science education. For scientists, they provide a means for generating new knowledge or function as an accessible summary of scientific studies. In science education, on the other hand, they are accessible representations of abstract concepts, and are also organizational frameworks to teach and learn inaccessible facts. As being indispensable parts of learning and doing science, use of scientific models in science classes should be reinforced. At this point, uncovering pre-service science teachers’ (PSTs) understandings of scientific models are of great importance since they will design and conduct teaching situations for their students. Purpose: The study aimed to provide an answer to the research question: What understandings do PSTs possess about scientific models? Sample: The sample of the study consisted of 14 PSTs enrolled in an Elementary Science Education program in a public university in Ankara, Turkey. Design and methods: Data were collected by using an open-item instrument and semi-structured interviews, and were analyzed by using qualitative data analysis methods. Results: Findings showed that PSTs held fragmented views of models by having informed views in some aspects while having naïve views on others. That is, although they displayed a constructivist orientation by acknowledging the presence of multiple models for the same phenomenon depending on scientists’ perspectives or creativity involved in the production of scientific knowledge, PSTs also expressed logical positivist views by believing that models should be close to the real phenomena that they represent. Findings further revealed that PSTs generally conceptualized models’ materialistic uses, yet they did not think much about their theoretical and conceptual uses. It was observed that roles like reifying and visualizing were overestimated and models were dominantly characterized as three-dimensional representations. Conclusions: It is clear that PSTs, having difficulties in grasping the concept of models, would possibly have problems in planning their lessons effectively and would not develop accurate concepts in their students. These findings apparently support the need for appropriate pedagogic training of PSTs to scientifically reflect on and professionally make use of models in science classes.  相似文献   

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ABSTRACT

In recent years, research on students’ scientific competencies has generated much discussion. According to the PISA 2015 Assessment and Analytical Framework, both scientific competencies and attitudes towards science – interest in science, valuing scientific approaches to enquiry (or epistemological beliefs about science), and environmental awareness – are integral aspects of scientific literacy. However, few studies have focused on the relationships between them. This article examines how students’ scientific competencies are affected by their attitudes. Based on a theoretical analysis, the present study argues that the three attitudinal factors have a direct impact on scientific competencies, interest has an immediate influence on the other two attitudes, and epistemological beliefs are directly affected by environmental awareness. To test this hypothesis, a model was constructed to verify such relationships. PISA 2015 assessment instruments were used for data collection. The participants were 25,658 students from different parts of China, containing Beijing, Shanghai, Jiangsu, Guangdong, Taiwan, Hong Kong, and Macao. Structural Equation Modelling (SEM) was employed for data analysis. The results confirmed our hypothesis. The way in which Chinese students’ attitudes affected their scientific competencies did not differ (to a statistically significant level) by gender or district. The limitations and implications of this research are discussed below.  相似文献   

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