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1.
科学本质是国际文凭课程(IBDP)中自然科学学科的重要内容.介绍了IB课程中科学本质的主要内容、学习要求和教学关键.我国的科学教育必须重视科学本质教学;要注意向国外先进教材学习;注意培养学生的科学研究能力;让学生理解科学研究的方法和规则;思想、观念的转型要领先. 相似文献
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理解科学本质是当前科学教育追求的重要目标之一,我国的科学教育在认识论问题上一直局限于自然辩证法的宏观层面,缺乏在科学学科的中观层面和科学教学的微观层面上对科学本质的系统关注.回顾与分析国外科学教育中科学本质的研究历史,有助于我们理解什么是科学本质、为什么要传授科学本质、怎样传授科学本质、对科学本质的理解如何评价等问题.从理论和实践两方面加强科学教育中科学本质的本土化研究,对深入推动我国科学教育改革具有重要的意义. 相似文献
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提高科学素养已经被生物学课程标准确立为基本理念和重要目标,而对科学本质的理解是科学素养的重要组成部分。近年来,国际教育界越来越重视科学本质教育,对科学本质教育的研究和探索也越来越深入,而我国基础教育界对此似乎还停留在理论说辞的层面上,课堂教学实践中鲜见科学本质教育的身影和踪迹,生物学教学也不例外。本文试图立足于生物学课堂,围绕科学本质的内在涵义、教学内容和教学策略进行探讨,以期为生物学教学中的科学本质教育提供参考。 相似文献
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近年来,国内外理科教育界越来越重视学生对科学本质的认识,并把它作为衡量中学生科学素养的一个重要指标,然而在以往理科课程教学中没有引起对科学本质教育的重视。本文阐述了什么是科学的本质,以及科学探究的科学本质教育功能,以引起理科教育者对科学探究中渗透科学本质教育的重视。 相似文献
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《华夏少年(简快作文 )》2017,(12)
我国科学(3~6年级)课程标准中在第一部分《前言》中首先就强调要"通过科学教育使学生逐步领会科学的本质""发展他们对科学本质的理解"。可见,理解科学的本质已经成为科学教育的重要目标之一,亦是培养学生科学素养的一个核心成分。 相似文献
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《全球教育展望》2007,(1)
《全日制义务教育科学(7～9年级)课程标准(实验稿)》的颁发和实验,是我国教育发展史和课程改革史上的一个创举,是我国科学教育发展史上的一个里程碑。《科学课程标准》在多方面体现出了它的特点:以全面提高每个学生的科学素养作为科学课程的核心理念,扭转了我国长期以来科学教育目标的偏向;明确提出科学课程要引导学生认识科学本质,揭示了科学教育最关键的核心要素;科学教育面向全体学生,立足学生发展,凸显了我国中学科学教育中的公正和公平,突出了科学教育以"学生为本"的观点;以培养学生从整体上认识自然和科学为基点,实践了科学课程的整合设计;重视对学生今后有发展意义的基础知识的选取,重视基本概念和基本规律的教学。与此同时,对《科学课程标准》实施中的困难和障碍做出了分析,对进一步的修改提出了个人的建议。 相似文献
7.
作为科学教育的目标,科学本质教育近年来广受关注。英国国家科学课程标准中,对各个学段的科学本质教育提出了不同的教学要求;英国科学教育工作者对科学本质教育的教学方式、方法,影响科学本质教育的因素以及教学资源的开发等方面进行了广泛研究,这些都对我国科学教育中的科学本质教育具有借鉴和启示作用。 相似文献
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Ebru Kaya Sibel Erduran Busra Aksoz Selin Akgun 《International Journal of Science Education》2019,41(1):21-47
A recent framework on nature of science (NOS) is the Family Resemblance Approach (FRA). FRA presents NOS as a cognitive-epistemic and social-institutional system with a set of categories: aims and values, scientific methods, scientific practices, scientific knowledge and social-institutional aspects of science. Although FRA has been problematised philosophically and its implications for science education have been considered by science educators, its empirical adaptations in science education are limited. In order to illustrate the educational adaptations of FRA, we refer to Reconceptualised Family Resemblance Approach to Nature of Science or RFN. We present a study based on a funded pre-service science teacher education project whose aim was to design, implement and evaluate the impact of RFN strategies. Fifteen pre-service teachers participated in a 14-week teacher education intervention that infused RFN. A 70-item questionnaire was designed to investigate the outcomes of the teacher education intervention. Individual interviews with pre-service teachers were also conducted. Quantitative and qualitative data analysis suggest that the teacher education intervention had an overall significant impact on pre-service teachers’ views of NOS. The paper contributes to the understanding of how NOS can be incorporated in science teacher education using a new orientation to NOS based on FRA. 相似文献
12.
Over the last two decades, science educators and science education researchers have grown increasingly interested in utilising insights from the sociology of scientific knowledge (SSK) to inform their work and research. To date, researchers in science education have focused on two applications: results of sociological studies of science have been used to define new areas of content, generally referred to as Nature of Science (NOS). This has included research into students’ understanding of the NOS, teachers’ understanding of the NOS, and inclusion (or exclusion) of NOS themes in curricula. A second vein of inquiry has been investigations that consider the classroom as a microcosm of scientific discourse and inquiry. Such research has included investigations of student‐to‐student and student‐to‐teacher interactions. In this paper, we present a third application for educational research – the investigation of teacher knowledge and practice as sociological phenomena. In addition to supporting scholarly research, we believe it can be a useful tool for illuminating the complexities of teaching that needs to be taken into account by policy makers and practitioners. In this paper, we provide a thematic review of concepts from the sociology of scientific knowledge, and their application to a case of teacher work. 相似文献
13.
There is, broadly speaking, an agreement within the international science education community that comprehension of the nature of science (NOS) should be a key element in the scientific literacy of citizens. During the last few decades, several didactic approaches have emerged concerning what and how to teach NOS. Also, one of the basic objectives of science education is for students to become familiar with the skills typical of scientific practice; however, there is little reference to their need to also acquire meta-knowledge about scientific practice (i.e., an understanding of the nature of scientific practice). Among other reasons, this may be due to NOS being essentially identified in most of the predominant proposals with the nature of scientific knowledge. But why not plan the teaching of science to be in tune with real scientific practice for students to learn about the nature of scientific practice at the same time as they are learning science? The answer to this question has given rise to a proposal grounded in ten essential pedagogical principles for the teaching and learning of science in secondary school. These are the principle of formulating questions, the principle of creativity and imagination, the principle of experimentation, the principle of procedural diversity, the principle of errors as opportunity, the principle of modeling, the principle of cooperation and teamwork, the principle of argumentation and discussion, the principle of communication, and the principle of evaluation. The purpose of this article is to present the justification and fundaments of these principles. 相似文献
14.
Developing pre-service science teachers’ epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this problem, one critical element is that the NOS is a meta-concept that demands higher-order cognitive skills. One possible strategy to facilitate pre-service teachers’ understanding of epistemic aspects of science is visualisation. Visual representations of objects and processes can be tools for developing and monitoring understanding. Although the NOS and visualisation literatures have been studied extensively, the intersection of these bodies of literatures has been minimal. Incorporating visual tools on the NOS in teacher education is likely to facilitate teachers’ learning, eventually impacting their students’ learning of the NOS. The objective of this paper is to illustrate how the visual tools of scientific knowledge and practices aspects of the NOS can be integrated in science teacher education in order to develop pre-service teachers’ epistemic insight. The paper presents an empirical study that incorporated visual tools about the NOS in primary science teacher education. Data on 14 pre-service teachers’ are presented along with in-depth case studies of 3 pre-service teachers illustrating the influence of the teacher education intervention. The qualitative analysis of visual representations before and after the intervention as well as verbal data suggests that there was improvement in pre-service teachers’ perceptions of the NOS. Implications for future research on visualisation of the NOS are discussed. 相似文献
15.
The Nature of Science in Science Education: An Introduction 总被引：10，自引：4，他引：6
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Interviews with key scientists who had conducted research on Severe Acute Respiratory Syndrome (SARS), together with analysis
of media reports, documentaries and other literature published during and after the SARS epidemic, revealed many interesting
aspects of the nature of science (NOS) and scientific inquiry in contemporary scientific research in the rapidly growing field
of molecular biology. The story of SARS illustrates vividly some NOS features advocated in the school science curriculum,
including the tentative nature of scientific knowledge, theory-laden observation and interpretation, multiplicity of approaches
adopted in scientific inquiry, the inter-relationship between science and technology, and the nexus of science, politics,
social and cultural practices. The story also provided some insights into a number of NOS features less emphasised in the
school curriculum—for example, the need to combine and coordinate expertise in a number of scientific fields, the intense
competition between research groups (suspended during the SARS crisis), the significance of affective issues relating to intellectual
honesty and the courage to challenge authority, the pressure of funding issues on the conduct of research and the ‘peace of
mind’ of researchers, These less emphasised elements provided empirical evidence that NOS knowledge, like scientific knowledge
itself, changes over time. They reflected the need for teachers and curriculum planners to revisit and reconsider whether
the features of NOS currently included in the school science curriculum are fully reflective of the practice of science in
the 21st century. In this paper, we also report on how we made use of extracts from the news reports and documentaries on
SARS, together with episodes from the scientists’ interviews, to develop a multimedia instructional package for explicitly
teaching the prominent features of NOS and scientific inquiry identified in the SARS research.
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
| Siu Ling WongEmail: |
Siu Ling Wong is an Assistant Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at The University of Hong Kong. She received her B.Sc. from The University of Hong Kong and her Ph.D. from the University of Oxford. Her research interests include promoting teachers’ and students’ understanding of nature of science and scientific inquiry, physics education, teacher professional development. Jenny Kwan is a PhD student in the Faculty of Education, at The University of Hong Kong. She received her B.Sc. from University of Sydney. She is now investigating in-service teachers’ classroom instruction on nature of science in relation to their intentions, beliefs, and pedagogical content knowledge. Derek Hodson is Professor of Science Education at the Ontario Institute for Studies in Education and Editor of the Canadian Journal of Science, Technology and Mathematics Education. His major research interests include: history, philosophy & sociology of science and its implications for science education; STSE education and the politicisation of science education; science curriculum history; multicultural and antiracist education; and science teacher education via action research. Benny Hin Wai Yung is Head, Associate Professor, in the Division of Science, Mathematics and Computing in the Faculty of Education at University of Hong Kong. His main research areas are teacher education and development, science education and assessment for science learning. His recent publications include Yung BHW (2006) Assessment reform in science education: fairness and fear. Springer, Dordrecht. 相似文献
17.
教育中的科学史与科学史中的教育 总被引：2，自引：0，他引：2
任玉凤 《内蒙古大学学报(人文社会科学版)》2002,34(6):14-17
关于科学史在科学教育中的功能问题，一些案例说明，长期以来，实际上是教育目的规定着科学史的教育作用，将这种现象可称为教育中的科学史。而随着科学史研究的发展和科学史建制的形成，现在以科学史本身为本来认识科学史的教育作用，相应的，这可被称为科学史中的教育。在科学史的研究和传播过程中，从教育中的科学史向科学史中的教育转变，能够避免对科学史的辉格式解释和对科学历史的歪曲，也有利于真正认识科学史学科的教育功能。 相似文献
18.
张金运 《湖北广播电视大学学报》2014,(8):97-98
充分理解科学本质是大学教育的内在要求。科学本质作为一种对科学问题的本原性思考,体现了科学精神与人文精神的融合。由于大学生科学本质观存在的科学主义等取向,本文提出通过提高大学教师对科学本质的认识、开展HPS教育、营造校园科学文化来达成科学观的文化转向。 相似文献
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Kristian H. Nielsen 《Science & Education》2013,22(9):2067-2086
Communication is an important part of scientific practice and, arguably, may be seen as constitutive to scientific knowledge. Yet, often scientific communication gets cursory treatment in science studies as well as in science education. In Nature of Science (NOS), for example, communication is rarely mentioned explicitly, even though, as will be argued in this paper, scientific communication could be treated as a central component of NOS. Like other forms of communication, scientific communication is socially and symbolically differentiated. Among other things, it encompasses technical language and grammar, lab communications, and peer reviews, all of which will be treated in this paper in an attempt to engage on an empirical and theoretical level with science as communication. Seeing science as a form of communicative action supplements the epistemological view of science that is standard to both NOS and the philosophy of science. Additions to the seven NOS aspects on Lederman’s (Handbook of research on science education. Lawrence Erlbaum, Mahwah, pp. 831–879, 2007) list are put forward as well as preliminary thoughts on the inclusion of scientific communication into NOS instruction. 相似文献
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理解科学本质是科学素养的内涵之一,是实现提高科学素养的科学教育目标的关键因素。现代科学本质观对科学知识、科学探究和科学事业进行了新的诠释。根据现代科学本质观,发展科学本质观下的科学教学理念,构建科学教育的三维目标,形成融入科学本质的科学教学策略,提升学生的科学本质观。 相似文献