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对科学文化和科学教育的思考——兼谈素质教育的几个问题 总被引：17，自引：0，他引：17
“科学求真 ,人文求善” ,“科学教人做事 ,人文教人做人”的二分观点值得商榷 ,传统的事实价值二分模式和主客二分模式是其理论渊源。科学作为一种文化 ,不仅求真而且求善求美。对真善美的追求是科学文化的价值内蕴。科学在本质上是人文的 ,这是科学文化与人文文化“和而不同”的根基。缺乏完整的科学文化观和科学教育观 ,是科学教育最大的不足。完整的科学教育应当并且能够既教人做事也教人做人。要充分挖掘科学文化蕴含的人文价值来教育人 ,关键在于教师要提高自身的科学文化素养 相似文献
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Experiments in science and science teaching 总被引：4，自引：0，他引：4
Derek Hodson 《Educational Philosophy and Theory》1988,20(2):53-66
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History of science and science education 总被引：1，自引：0，他引：1
Stephen G. Brush 《Interchange》1989,20(2):60-70
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This article describes views about the nature of science held by a small sample of science students in their final year at the university. In a longitudinal interview study, 11 students were asked questions about the nature of science during the time they were involved in project work. Statements about the nature of science were characterized and coded using a framework drawing on aspects of the epistemology and sociology of science. The framework in this study has three distinct areas: the relationship between data and knowledge claims, the nature of lines of scientific enquiry, and science as a social activity. The students in our sample tended to see knowledge claims as resting solely on empirical grounds, although some students mentioned social factors as also being important. Many of the students showed significant development in their understanding of how lines of scientific enquiry are influenced by theoretical developments within a discipline, over the 5–8 month period of their project work. Issues relating to scientists working as a community were underrepresented in the students' discussions about science. Individual students drew upon a range of views about the nature of science, depending on the scientific context being discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 201–219, 1999 相似文献
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Dimitri Jordan Ginev 《Science & Education》2008,17(10):1139-1156
In this paper, I consider the relevance of the view of cognitive existentialism to a multi-gendered picture of science education.
I am opposing both the search for a particular feminist standpoint epistemology and the reduction of philosophy of science
to cultural studies of scientific practices as championed by supporters of postmodern political feminism. In drawing on the
theory of gender plurality and the conception of dynamic objectivity, the paper suggests a way of treating the nexus between
the construction of gender within the interrelatedness of scientific practices and the constitution of particular objects
of inquiry. At stake is the notion of characteristic hermeneutic situation which proves to be helpful in designing a multi-gendered
pedagogy as well.
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| Dimitri Jordan GinevEmail: |
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W. Jung 《Science & Education》1993,2(1):31-56
The paper looks for common ground between cognitive science and science education starting from historical roots. Topics critically scrutinized are: representation of knowledge with applications of the schema and frame concept to physics education centering around the hierarchical structure of knowledge, the qualitative-quantitative distinction, the declarative-procedural distinction, and the semantic-episodic distinction; the uses of network versus production system representations, stressing the distinction between outward and inward representation which is often neglected; a short discussion of the likewise often forgotten index and reference issue.The paper has been presented to the ATEE Symposium on Implications of Cognitive Science for the Education of Science Teachers IPN (Kiel) 29.–30.08.1985. 相似文献
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Secondary science teachers' attitudes toward and beliefs about science reading and science textbooks
Larry D. Yore 《科学教学研究杂志》1991,28(1):55-72
Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428 British Columbia secondary science teachers was conducted and 215 science teachers responded. Results on a 12-item Likert attitude scale indicated that teachers place high value on reading as an important strategy to promote learning in science and that they generally accept responsibility for teaching content reading skills to science students. Results on a 13-item Likert belief scale indicated that science teachers generally reject the text-driven model of reading, but they usually do not have well-formulated alternative models to guide their teaching practices. Teachers have intuitive beliefs about science reading that partially agree with many research findings, but their beliefs are fragmented and particularly sketchy in regard to the cognitive and metacognitive skills required by readers to learn from science texts. The findings for attitude, belief, and total scales were substantiated by further questions in the Science and Reading Questionnaire regarding classroom practice and by individual interviews and classroom observations of a 15-teacher subsample of the questionnaire respondents. 相似文献
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Hagar Ibrahim Labouta Natasha A. Kenny Rui Li Max Anikovskiy Leslie Reid David Thomas Cramb 《International Journal of Science Education》2018,40(12):1476-1492
Research on understanding the full extent that an authentic science research experience engages students in how scientists think and act is sparse. ‘Learning-science-by-doing-science’ (LSDS) is an emerging self-guided process-learning model in postsecondary science education. It offers authentic science research opportunities that drive students to think and act like scientists. This study investigates the LSDS approach as a potential model for science learning at postsecondary level and aims to answer a main research inquiry – what are the students’ and teaching staff’s perceptions of students’ learning gains and the quality of their learning experiences in an authentic research environment within the LSDS model? To answer this question, data were collected from the students, alumni, instructors, teaching assistants and the program director via questionnaires, focus groups and interviews. Students’ and staff’s lived experiences and their perceptions on their authentic research experiences within the LSDS model were used to articulate the key attributes and stages of the LSDS model. The outcomes of this study can be used to help other science programs implement similar authentic research process learning approaches in their own contexts. 相似文献
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Elementary students in grade two make sense of science ideas and knowledge through their contextual experiences. Mattis Lundin and Britt Jakobson find in their research that early grade students have sophisticated understandings of human anatomy and physiology. In order to understand what students’ know about human body and various systems, both drawings and spoken responses provide rich evidence of their understanding of the connections between science drawings and verbal explanations. In this forum contribution, we present several theoretical connections between everyday language and science communication and argue that building communication skills in science are essential. We also discuss how young participants should be valued and supported in research. Finally we discuss the need for multimodal research methods when the research participants are young. 相似文献
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Post-primary science teachers in Victoria were asked to express views about primary science curriculum design and implementation.
They were also asked about the value of continuity between primary and post-primary science education. The post-primary teachers
generally had favourable attitudes to primary science education and considered that cooperation would be useful-though it
is not common at the moment. However, the data revealed a considerable range of opinion. Post-primary science teachers' views
about primary science curriculum are similar to those of primary teachers themselves, but many post-primary teachers would
place more emphasis on formal or textbook knowledge. Post-primary teachers see a number of systemic problems in implementing
primary science education but their positive perceptions suggest the value of encouraging more structured links. The notion
of continuity across the two sectors was well supported.
Specializations: science education policy and practice, teacher education, school effectiveness.
Specializations: science education, teacher education in science. 相似文献
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Attitudes toward science and science teaching are the subject of a mounting body of research on teachers. A widely used instrument developed by researchers in the United States appears to be relevant to the Australian context and was considered appropriate for measuring attitudes of preservice student teachers attending a College of Advanced Education in Brisbane. The findings suggest that much more effort needs to be concentrated on fostering desirable attitudes toward science and the teaching of science among future primary school teachers. 相似文献
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Harvey Siegel 《Science & Education》1993,2(1):57-68
A major controversy in contemporary philosophy of science concerns the possibility and desirability of its naturalization. In this paper I review the philosophical controversy concerning naturalism, and investigate the role it might play in the science classroom. I argue that science students can benefit from explicit study of this controversy, and from explicit consideration of the extent to which philosophy of science can be studied naturalistically. More specifically, I suggest that such consideration can enhance students' understanding of the nature of natural science, of the nature and importance of philosophy of science, and of the relationship between the two — and that these benefits accrue to science education whichever philosophical view concerning naturalization proves to be correct. My hope is that the paper demonstrates the benefits to be gained from explicit consideration in the science classroom of an important issue in the philosophy of science. 相似文献
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Angela Chapman and Allan Feldman (2016) conducted a study that aimed to exam how a group of diverse urban high school students were affected by the participation in a contextually based authentic science experience. The analysis of all data led the authors to conclude that the experience of authentic science positively influenced the science identity of students and promoted a shift in perceptions from stereotypical to more diverse views of scientists. For the purpose of this forum paper, we concentrated on the unexpected results of Hispanic students in the IAS instrument. In the authors’ interpretation, Hispanic students were classified as non science identities because they do not feel recognized as a particular kind of student in that school, being possibly more marginalized than other students. We tried to expand the discussion bringing the contribution of a sociocultural approach of science construction and of science identity to enrich some of the issues involved. Our concise analysis does not allow conclusions about the Hispanic students’ results, but we believe it helped to understand sociocultural problems involved in their science identity and to reveal the inequality in science production as one of these problems. 相似文献