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王荣江 《淮阴师范学院学报(哲学社会科学版)》1999,(2)
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ｐｈｉｌｏｓｏｐｈｙｏｆｓｃｉｅｎｃｅ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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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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Briana E. Crotwell Timmerman Denise C. Strickland Robert L. Johnson John R. Payne 《Assessment & Evaluation in Higher Education》2011,36(5):509-547
We developed a rubric for measuring students' ability to reason and write scientifically. The Rubric for Science Writing (Rubric) was tested in a variety of undergraduate biology laboratory courses (total n = 142 laboratory reports) using science graduate students (teaching assistants) as raters. Generalisability analysis indicates that the Rubric provides a reliable measure of students' abilities (g = 0.85) in these conditions. Comparison of student performance in various biology classes indicated that some scientific skills are more challenging for students to develop than others and identified a number of previously unappreciated gaps in the curriculum. Our findings suggest that use of the Rubric provides three major benefits in higher education: (1) to increase substance and consistency of grading within a course, particularly those staffed by multiple instructors or graduate teaching assistants; (2) to assess student achievement of scientific reasoning and writing skills; and (3) when used in multiple courses, to highlight gaps in alignment among course assignments and provide a common metric for assessing to what extent the curriculum is achieving programmatic goals. Lastly, biology graduate students reported that use of the Rubric facilitated their teaching and recommended that training on the Rubric be provided to all teaching assistants. 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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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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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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Y. J. Dori A. Zohar D. Fischer-Shachor J. Kohan-Mass M. Carmi 《International Journal of Science Education》2018,40(6):595-620
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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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. 相似文献
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Mengxiao Zhu Hee-Sun Lee Ting Wang Ou Lydia Liu Vinetha Belur Amy Pallant 《International Journal of Science Education》2013,35(12):1648-1668
ABSTRACTThis 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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Ayse Yenilmez Turkoglu Ceren Oztekin 《Research in Science & Technological Education》2016,34(2):219-236
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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Dorothy Faulkner Richard Joiner Karen Littleton Dorothy Miell Linda Thompson 《European Journal of Psychology of Education - EJPE》2000,15(4):417-430
There has been considerable research concerning peer interaction and the acquisition of children’s scientific reasoning. This study investigated differences in collaborative activity between pairs of children working around a computer with pairs of children working with physical apparatus and related any differences to the development of children’s scientific reasoning. Children aged between 9 and 10 years old (48 boys and 48 girls) were placed into either same ability or mixed ability pairs according to their individual, pre-test performance on a scientific reasoning task. These pairs then worked on either a computer version or a physical version of Inhelder and Piaget’s (1958) chemical combination task. Type of presentation was found to mediate the nature and type of collaborative activity. The mixed-ability pairs working around the computer talked proportionally more about the task and management of the task; had proportionally more transactive discussions and used the record more productively than children working with the physical apparatus. Type of presentation was also found to mediated children’s learning. Children in same ability pairs who worked with the physical apparatus improved significantly more than same ability pairs who worked around the computer. These findings were partially predicted from a socio-cultural theory and show the importance of tools for mediating collaborative activity and collaborative learning. 相似文献
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Virginie Albe 《Science & Education》2008,17(8-9):805-827
Efforts have been devoted to introduce in science curricula direct instruction for evaluating scientific reports on socioscientific issues. In this study, students’ opinions on the SSI of mobile telephones effects have been investigated before and after a classroom activity designed to enable students to assess scientific data. Aspects of the nature of science raised by students interpreting available contradictory research evidence and making personal decision on this SSI have also been documented. Results indicated the central role of considerations of scientific evidence in students’ decision making. Students tended to over-attribute significance to empirical processes in justifying viewpoints on the SSI of mobile phones and in suggesting how scientific disputes might be resolved. 相似文献
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The purpose of this study was to investigate the effects of representation sequences and spatial ability on students’ scientific understandings about the mechanism of breathing in human beings. 130 seventh graders were assigned to two groups with different sequential combinations of static and dynamic representations: SD group (i.e., viewing static representations and then dynamic ones), and DS group (i.e., viewing dynamic representations and then static ones). Among them, 16 students (8 from each group) with different levels of prior knowledge and spatial ability were interviewed. Data sources included a spatial ability test, pre- and post-tests of scientific understandings (involving factual, conceptual, and spatial knowledge), and semi-structured interviews. The statistical results indicated that the SD sequence helped students gain significantly more factual knowledge. The significant interaction effects further suggested that while the representation sequences had no effect on students with low spatial ability, high spatial ability students in the SD group outperformed than their counterparts in DS group on the items of the conceptual and spatial knowledge. Additionally, the analysis of interviews indicated that the representation sequences could affect the foci of students’ explanations and shape their perceptions about the representations. The results suggested interplays among representation sequences, spatial ability, and students’ understandings, and provided insight into the design and arrangement of multiple representations for science learning. 相似文献
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Joep van der Graaf Eva van de Sande Martine Gijsel Eliane Segers 《International Journal of Science Education》2019,41(9):1119-1138
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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A sample of 226 Swedish high school teachers from various knowledge domains completed self-report measures of intelligence regarding implicit theories and scientific theories of intelligence. A mixed ANOVA showed that teachers from language, social science and practical disciplines had a significant preference for an incremental theory of intelligence compared to an entity theory of intelligence whilst the teachers in mathematics did not. One of the conclusions was that entity theories of intelligence may be more pronounced among teachers in mathematics. Second there is a significant relation between naïve beliefs in intelligence as fixed and inborn, entity theories, and the scientific g-factor theory. Last, it was the oldest and most experienced and youngest and least experienced teachers who preferred an entity theory of intelligence the most. 相似文献
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Anna Wilson Susan Howitt Denise Higgins 《Assessment & Evaluation in Higher Education》2016,41(6):901-916
We suggest that academics involved in the provision of research experiences to undergraduate science students may benefit by reconceptualising these experiences as work-based learning. In particular, drawing on the widespread use of reflective practice in work-based learning allows for a more effective focus on process-related learning. We describe an empirical study involving the implementation of reflective blogs in which science students responded to prompt questions designed to focus their attention on how their project was progressing, the process of research and their own learning. The blogs reveal examples of students engaging in independent thinking, creative thinking and developing a sense of themselves as scientists, all qualities valued by supervisors. They also show how these combine as ‘wicked competences’ that allow students to address the complex problems and uncertainties of research. We identify characteristic patterns of reflection that indicate the exercise of such competences and suggest that these could be used as explicit evidence by academics making judgements for assessment purposes. 相似文献