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《佳木斯教育学院学报》2015,(7)
科学普及、公众理解科学、科学传播代表了20世纪科学传播事业发展的三个阶段,是由传统的单向的科学普及转向一个新的形态即科学传播。从这个变化的过程中理解科学普及、公众理解科学、科学传播具有深刻的意义,明晰科学普及与科学传播差别,从而更好地去适应新时期新时代视野更广、内含更深的广义科学普及的事业发展。 相似文献
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Conclusions The main feature of Piaget & Garcia's study (1989) is the overture of a new field of research within the Piagetian framework, namely the comparative study of individual and historical development.During the 80's, several alternative models have been offered to account for the relations between individual and historical development. However, it has been suggested that there [...] appears to be widespread agreement among Piagetians and non-Piagetians that common mechanisms and processes underlie the thinking of scientists and children at all times (Gauld 1990, p. 24–5).The development of this field of research demands that theoretical research be conducted regarding the possible patterns of relationship between individual and historical development, that should be integrated to comparative empirical research on diverse topics. Further studies would then be required to provide an empirical basis for the comparative research. In other words, this field of research demands the close collaboration between epistemologists, historians, science educators, and cognitive psychologists.We have suggested that the Piagetian model needs to provide a more convincing account of the differences between individual and historical development, and of the role of internal and external factors in the progress of science. We have also argued for an overcoming of the overemphasized structural aspects of the theory, and for an unambiguous concept of history.The non-Piagetian approaches have their own strength and may be developed as alternatives to the Piagetian model. However, our intention here is to emphasize their potential contribution to the development of Piaget's theory. In McCloskey and Kargon (1988) we may find hints to deal with the specificity of similarities in content. Nersessian (1987) provided an excellent insight on how to deal with Kuhn's concept of incommensurability. 5 In our interpretation, Carey's work suggest that considering the relation between content and development of structures may be a productive way of developing Piaget's theory.Finally, we would like to comment on the relationship between Piaget's theory and research on students' thinking in science. Both adopt a constructivist stance. However, the vast majority of researchers have developed a strong resistance to Piaget's theory (e.g. Novak 1978; Gilbert and Swift 1985). On the one hand, this resistance should be considered a natural and healthy tendency toward a pluralistic development of research in science education. On the other hand, it may be a consequence of the difficulty of Piaget's theory in coping with the main research findings on spontaneous reasoning. In short, while many researchers in science education have emphasized the persistence of children's, adolescents' and adults' alternative conceptions, Piaget's theory suggests that reaching the formal stage is a necessary condition to understand science. This contradiction will not be overcome while Piagetian researchers are not able to offer a better account of the differences between commonsense knowledge and scientific knowledge. Freed from the constraints of the Piagetian approach, research on alternative conceptions showed an amazing development during the late 70's and the 80's. 6,7 Further progress, however, increasingly requires theoretical tools to manage the great amount of data already available, and models to explain, rather than just describe, individuals' thought. This task can be carried out from within different theoretical approaches. In Psychogenesis and the History of Science, Piaget and Garcia presented an updated and strong model for the relationship between individual and historical development. If used in an open-minded way, this model may contribute to the development of research in science education.This study was supported by Conselho Nacional de Desenvolvimento Científico e Tecnológico/Brazil. 相似文献
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Dr. Colin Gauld 《Research in Science Education》1991,21(1):133-140
The existence of similarities between the ideas of modern students and those of early scientists have led to suggestions about
how the history of science can be used to help students undergo similar transitions to those experienced by early generations
of scientists. In this paper attention is focused not only on these similarities but also on some crucial differences between
the processes and concepts or conceptual frameworks of these two groups of people. In the light of these similarities and
differences some of the implications for producing and using historical material in the science classroom are discussed.
Specializations: Physics education, concept development, history and philosophy of science and science teaching. 相似文献
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This study was designed to determine the influence of resequencing general science content on sixth grade students' science achievement, attitudes toward science, and interest in science. Resequencing content was accomplished for experimental group students through revising the order of textbook chapters in a general science course, in order to clarify content structure and establish interrelationships among major concepts. The subjects were 203 sixth grade learners randomly assigned to the two treatment groups of resequenced content and nonresequenced content. The findings revealed that students for whom content structure was clarified through resequencing general science chapters exhibited significantly higher science achievement, significantly more positive attitudes toward science, and significantly greater interest in science than students for whom general science content was not resequenced. 相似文献
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Written and oral communications and the processes of writing and reading are highly valued within the scientific community; scientists who communicate well are successful in gaining recognition and support from members of their own communities, the research funding agencies, and the wider society. Yet how do scientists achieve this proficiency? Are expert scientists equally expert writers in and of science? Do scientists' perceptions of the nature of science influence their writing strategies and processes, and their beliefs about the role of writing in knowledge construction? This study used a questionnaire and semistructured interviews to document these perceptions, strategies, processes, and beliefs in a nonrandom sample of Canadian university scientists and engineers. The results indicate that the scientists subscribed to a contemporary evaluativist view of science, used common writing strategies, held similar beliefs about scientific writing and nonscientific writing, and agreed that writing generates insights and clarifies ambiguity in science. The engineers held a different view of technology than the common views of science or technology as simply applied science. These findings were slightly different than those found for American scientists from a large land‐grant university. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 338–369, 2004 相似文献
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《安徽科技学院学报》2006,20(2):F0004-F0004
生命科学学院成立于1986年，现设生物科学（师范类）、生物工程、中药学、生物技术、园艺教育、园艺、园林7个本科专业生物科学（师范类）专升本专业，生物教育、城镇规划、园林工程技术3个专科专业。教师中有正副教授18人，博士8人，硕士21人，在校学生1800多人。 相似文献
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This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K-8 teachers from 299 schools in the United States, Puerto Rico and the Virgin Islands were analyzed along three dimensions: teacher attitudes toward teaching of reading in science; teacher beliefs and understanding about models of reading, factors influencing science reading and reading skills; and teacher use of various teaching strategies. Results suggest that teachers do not see reading science as different from any other narrative material. And though most agreed to the importance of having students do activities to support and enhance the use of text material, responses suggest that covering topics is still a concern for most elementary teachers. 相似文献
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Russell Tytler 《International Journal of Science Education》2013,35(8):815-832
This paper explores the nature and type of evidence employed by participants in an issue of public concern. By examining documents and interviewing members of the public involved in the debate, the way in which evidence was used in the arguments for and against the issue was determined. Three dimensions of evidence emerged from the data: formal scientific evidence based on the data; informal evidence (e.g. common sense, personal experience) and wider issues which impinge on the evidence (e.g. environmental or legal concerns). In this particular controversy, it was the questioning of the formal evidence by local scientists which became the 'magic bullet' but pertinent questioning by local nonscientists also framed the debate. The authors suggest that school science curricula should include practice in questioning and manipulating different sorts of real data in a variety of ways so that pupils are equipped and empowered to tackle contemporary issues of this kind. 相似文献
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Michael P. Freedman 《科学教学研究杂志》1997,34(4):343-357
This study investigated the use of a hands-on laboratory program as a means of improving student attitude toward science and increasing student achievement levels in science knowledge. Using a posttest-only control group design, curriculum referenced objective examinations were used to measure student achievement in science knowledge, and a posttest Q-sort survey was used to measure student attitude toward science. A one-way analysis of variance compared the groups' differences in achievement and attitude toward science. Analysis of covariance was used to determine the effect of the laboratory treatment on the dependent achievement variable with attitude toward science as the covariable. The findings showed that students who had regular laboratory instruction (a) scored significantly higher (p < .01) on the objective examination of achievement in science knowledge than those who had no laboratory experiences; (b) exhibited a moderate, positive correlation (r = .406) between their attitude toward science and their achievement; and (c) scored significantly higher (p < .01) on achievement in science knowledge after these scores were adjusted on the attitude toward science covariable. There were no significant differences in achievement or attitude toward science for the limited English proficiency groups. It was concluded that laboratory instruction influenced, in a positive direction, the students' attitude toward science, and influenced their achievement in science knowledge. It was recommended that science instruction include a regular laboratory experience as a demonstrated viable and effective instructional method for science teachers. This model of science instruction has been shown to be effective with students of diverse backgrounds who live within large urban centers. J Res Sci Teach 34: 343–357, 1997. 相似文献
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Tina Jacobowitz 《科学教学研究杂志》1983,20(7):621-628
Science career preferences of junior high school-aged students, while not stable predictors of ultimate career choice, do serve to direct and maintain individuals along the paths to careers in science. In this study, factors relevant to science career preferences of black eighth grade students were investigated. This issue is of particular import to blacks since they are severely underrepresented in the scientific fields. The sample consisted of 113 males and 148 females in an inner city junior high school. The Science Career Preference Scale, the Peabody Picture Vocabulary Test, and the Self-Concept of Ability Scale (Form B-Science) were administered. Mathematics and science grades were obtained from class rating sheets. Treatment of the data involved multiple regression analysis according to a hierarchical model. Results showed that of all the independent variables, sex was the strongest predictor of science career preferences, accounting for 25% of the criterion variance. The findings suggest that early adolescent science career preferences are related more to interests that are consonant with sex-role considerations than realistic assessment of mathematics or science achievement. 相似文献
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Utilizing a Critical Race Mixed Methodology framework, the purpose of this concurrent (QUANT +qual) mixed methods study was to investigate the relationships between the racial identity, science identity, science self-efficacy beliefs, and science achievement of 347 African American college students who attend historically Black colleges and universities (HBCUs). The quantitative data identified several statistically significant relationships between science identity, racial identity, science self-efficacy, and science achievement. The results of a path analysis suggested that college science achievement is significantly explained by science identity (indirect effect = 0.09, p < 0.01), and marginally by racial identity measures (centrality, nationalist, and public regard), with science self-efficacy serving as a mediator. In the qualitative strand, semi-structured interviews were conducted with 14 students from the quantitative strand in order to corroborate the findings between the two methods. The qualitative data revealed that HBCUs facilitate the development of the constructs of interest by establishing Black racial cohesion and Black science cohesion, as well as by building students’ science cultural capital. Overall the qualitative findings corroborated several key quantitative findings. 相似文献
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Recent research in science and technology studies changed the way we understand science as it is practiced—that is, how scientific knowledge emerges from social, natural, social, political, cultural, historical, and economic contingencies of scientific work. Many science educators agree that students should learn not only science but also about science. In this article, we (a) outline important findings, research methods, and ways of reporting research that emerged from science and technology studies; and (b) show how familiarity with science and technology studies research can provide science educators with valuable insights about curriculum design and research on learning. We conclude that science and technology studies can serve as a resource to science education and that there is a potential for conducting collaborative work between science education and science and technology studies. Such collaborations have the potential to yield better theories about how people become competent in science from childhood to adulthood. © 1998 John Wiley & Sons, Inc. J Res Sci Teach 35: 213–235, 1998. 相似文献
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Gender,complexity, and science for all: Systemizing and its impact on motivation to learn science for different science subjects 
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下载免费PDF全文 Albert Zeyer 《科学教学研究杂志》2018,55(2):147-171
The present study is based on a large cross‐cultural study, which showed that a systemizing cognition type has a high impact on motivation to learn science, while the impact of gender is only indirect thorough systemizing. The present study uses the same structural equation model as in the cross‐cultural study and separately tests it for physics, chemistry, and biology. The model was confirmed for physics and chemistry, but not for biology. This is interpreted as empirical evidence for a cognitive difference between the learning of hard sciences (like physics and chemistry) and life sciences (like biology) that reflects an epistemological difference between ordered (linear) and complex (non‐linear) systems. It is concluded that a more prominent inclusion of complex issues into science teaching could motivate low and average systemizers, independent of their gender, for science learning, that is, could be a key to science for all. Thus, there is a mutual benefit between important 21st century's issues of science teaching and the need to foster students’ motivation to learn science. © 2017 Wiley Periodicals, Inc. J Res Sci Teach 55: 147–171, 2018 相似文献
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In the literature on the situated and distributed nature of cognition, the coordination of spatial organization and the structure of human practices and relations is accepted as a fact. To date, science educators have yet to build on such research. Drawing on an ethnographic study of high school students during an internship in a scientific research laboratory, which we understand as a “perspicuous setting” and a “smart setting,” in which otherwise invisible dimensions of human practices become evident, we analyze the relationship between spatial configurations of the setting and the nature and temporal organization of knowing and learning in science. Our analyses show that spatial aspects of the laboratory projectively organize how participants act and can serve as resources to help the novices to participate in difficult and unfamiliar tasks. First, existing spatial relations projectively organize the language involving interns and lab members. In particular, spatial relations projectively organize where and when pedagogical language should happen; and there are specific discursive mechanisms that produce cohesion in language across different places in the laboratory. Second, the spatial arrangements projectively organize the temporal dimensions of action. These findings allow science educators to think explicitly about organizing “smart contexts” that help learners participate in and learn complex scientific laboratory practices. 相似文献