共查询到20条相似文献，搜索用时 31 毫秒
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Erica McWilliam Philip Poronnik Peter G. Taylor 《Journal of Science Education and Technology》2008,17(3):226-235
This article takes as its starting point the ongoing downturn in student interest in, and engagement with, the enabling sciences.
We make a case that embedding of creative pedagogies in science education has significant potential to arrest the flight from
modern science. Five propositions are explored in order to argue the case: that young people are more engaged by active tasks
than with a passive consumption approach to transfer of core knowledge; that it is boredom, not rigour, that disengages them––the
difference is between static and dynamic sources of knowledge; that creativity is not the antithesis of scientific rigour
but the core business of scientific thinking; that we now have new understandings of creative pedagogies that make teaching
strategies visible and effective; and, that these strategies can build academic, digital and social capacity simultaneously
and this is the new core business of the science educator. We conclude by flagging implications for leading such pedagogical
change in science faculties. 相似文献
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The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K–12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers’ understanding of the nature of science were science methods courses, research projects, and science content courses. Implications of findings are discussed, including connections to current research concerning teacher preparation for effective NOS classroom teaching and student learning.The Nature of Science course on the authors’ campus was initiated in the early 1990s, has evolved, and remains in the required core curriculum for preservice chemistry, earth science, and physics teacher candidates. It is the capstone for NOS insights. It adds to and refines impressions garnered implicitly from science content courses, the methods course, and, for some, an undergraduate research experience. 相似文献
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Michael P. Clough 《Science & Education》2011,20(7-8):701-717
With funding from the United States National Science Foundation, 30 historical short stories designed to teach science content and draw students?? attention to the nature of science (NOS) have been created for post-secondary introductory astronomy, biology, chemistry, geology, and physics courses. The project rationale, story development and structure, and freely available stories at the project website are presented. 相似文献
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In recent years, there has been upsurge of interest in the applications of interdisciplinary perspectives on science in science education. Within this framework, the implications of the so-called “economics of science” is virtually an uncharted territory. In this paper, we trace a set of arguments that provide a dialectic engagement with two conflicting agendas: (a) the broadening of science education to include the contextual positioning of science including economical dimensions of science, and (b) the guarding of the proliferation and reinforcement of those aspects of economics of science such as commodification of scientific knowledge that embraces inequity and restricted access to the products of the scientific enterprise. Our aim is broadly to engage, as science education researchers, in the debates in economics of science so as to investigate the reciprocal interactions that might exist with science education. In so doing, we draw out some recommendations whereby the goals of science education might provide as much input into the intellectual debates within philosophy of science on issues related to the commercialisation and commodification of scientific knowledge. We explore some implications of commodification of science in the context of modelling and argumentation in science education. 相似文献
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Theories of teaching and learning, including those associated with constructivism, often make no overt reference to an underlying assumption that they make; that is, human cognition depends on domain-free, general-purpose processing by the brain. This assumption is shown to be incompatible with evidence from studies of children's early learning. Rather, cognition is modular in nature, and often domain-specific. Recognition of modularity requires a re-evaluation of some aspects of current accounts of learning science. Especially, children's ideas in science are sometimes triggered rather than learned. It is in the nature of triggered conceptual structures that they are not necessarily expressible in language, and that they may not be susceptible to change by later learning. 相似文献
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科学史融入科学课程对于提高学生的科学素养有着重要的意义。将科学史融入科学课程,具有认知目标、元认知目标与情感目标三个维度的教育价值,其中,元认知价值是其本源价值,其他两种价值则是其衍生价值。将科学史融入科学课程还存在着一些潜在的"弊端",主要表现为科学研究与历史研究的目标与方法有实质性差别,科学课程中存在辉格主义科学史倾向,对于学生掌握科学史的程度难以测量。这些观点可促使我们更加自觉地利用科学史达成科学教育的目标。 相似文献
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Science learning is inextricably tied to two aspects of students’ lives: literacy and culture. While English Learners (ELs) who speak a non-English native language are typically the focus in this line of scholarly inquiry, deaf and hard-of-hearing (DHH) students occupy a distinct space in this conversation. For DHH learners, literacy levels can be hindered by an early dependence on a more survival-based language learning model that postpones basic scientific inquiry. The vocabulary for curiosity is limited, which in turn affects the educational culture. DHH learners have a unique culture that demands an appropriate science curriculum, which thus far has not been explored or attempted for either DHH learners or their educators. Data collected consisted of interviews with teachers of DHH students, as well as observational data collected from a high-minority urban K-8 school for DHH students. The analysis revealed that, first, many of the teachers had limited preparation to teach science content. Second, DHH teachers used inconsistent instructional strategies ranging from drawing pictures to building models. Third, the modifications provided to DHH science learners were mostly limited to visual support and repetition. Implications for teacher education programs include instruction focused on specific supports for DHH students and co-teaching methods, and deeper investigation of inquiry-based science practices. Implications for classroom practices include providing hands-on, inquiry-based instruction, working closely with parents, and developing students’ and teachers’ understanding of scientific inquiry.
相似文献10.
殷杰 《洛阳师范学院学报》2001,20(1):16-17
科学哲学在 2 0世纪的演变可归结为“在转向中的运动” ,即以“语言学转向”、“解释学转向”和“修辞学转向”等为基点和中枢的生成和发展。 2 1世纪科学哲学发展的可能趋向主要在于 :“后现代性”趋向、“语境分析方法”的运用和“语境论”科学实践观的建构 相似文献
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《Technical Communication Quarterly》2013,22(3):277-286
The author discusses how pursuing a rhetoric of science has consequences for both our understanding of science and our practice of rhetorical analysis. From a rhetorical perspective, science becomes a persuasive enterprise continuous with other persuasive practices in a culture. And rhetoric itself requires enrichment in three areas to become a better instrument of analysis for scientific texts; it needs to incorporate early modern dialectic, a more flexible stylistics, and an appreciation of the role of visualization in scientific argument. 相似文献
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应国标 《四川教育学院学报》2008,24(12):113-114
“以提高学生科学素养为宗旨”的科学新课程,大力提倡探究性学习,以培养学生的多种能力为抓手,仅靠传统教学手段,有时很难完成科学新课程提出的教学目标,多媒体技术开辟了科学教学的新天地。借助多媒体能发展学生观察现象和提出问题的能力、简单实验的设计能力、手脑并用的能力、收集信息和处理信息的能力、科学评价的能力以及表达和交流的能力。 相似文献
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Jeanne Fahnestock 《Technical Communication Quarterly》2005,14(3):277-286
The author discusses how pursuing a rhetoric of science has consequences for both our understanding of science and our practice of rhetorical analysis. From a rhetorical perspective, science becomes a persuasive enterprise continuous with other persuasive practices in a culture. And rhetoric itself requires enrichment in three areas to become a better instrument of analysis for scientific texts; it needs to incorporate early modern dialectic, a more flexible stylistics, and an appreciation of the role of visualization in scientific argument. 相似文献
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汪静静 《淮阴师范学院学报(哲学社会科学版)》2004,26(1):25-28
后现代科学在自然观、科学观、思维方式和终极意义上展示了对现代科学的超越，它开辟的新视野对当今人类处理自然与人、自然与社会、科技与社会的困境和寻求科学新的发展道路有着积极的启示意义。 相似文献
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TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers 总被引：1，自引：0，他引：1
《TechTrends》2009,53(5):70-79
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Scientific knowledge often appears to contradict many students' religious beliefs. Indeed, the assumptions of science appear contradictory to the metaphysical claims of many religions. This conflict is most evident in discussions of biological evolution. Teachers, in attempts to limit the controversy, often avoid this topic or teach it superficially. Recently, there has been a political effort to teach to the controversy—which some see as a way of introducing religious explanations for biological diversity into science classrooms. Many science educators reject this approach, insisting that teachers limit classroom discussions to science alone. This science only approach leaves the negotiation of alternative knowledge frameworks to students, who are often ill-prepared for such epistemological comparisons. To support students' understanding of science while maintaining their religious commitments, this article explores the utility of emphasizing the boundaries of scientific knowledge and the need to support students in their comparison of contradictory knowledge frameworks. 相似文献