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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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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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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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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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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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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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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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《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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