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On Modern Cosmology and its Place in Science Education 总被引：1，自引：0，他引：1
Helge Kragh 《Science & Education》2011,20(3-4):343-357
Cosmology in its current meaning of the science of the universe is a topic that attracts as much popular as scientific interest. This paper argues that modern cosmology and its philosophical aspects should have a prominent place in science education. In the context of science teaching a partly historical approach is recommended, in particular an approach that gives priority to the relationship between observation and theory during the formative years of modern cosmology from about 1910?C1970. It is further argued that there are very important aspects of cosmology that are not primarily of a scientific nature, but are mainly conceptual and philosophical (and perhaps religious), and that these, too, might advantageously enter courses in astronomy and physics. While cosmology is a science, it is not just a science. Among the topics dealt with are the big bang, the cosmological principle, cosmic creation, and the multiverse. The paper outlines some cosmological questions of a qualitative and conceptual nature that, in the author??s view, are organic parts of cosmology. Courses and textbooks which deal with cosmology should encourage discussions of such questions, not shun them in the name of science. 相似文献
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The Nature of Science in Science Education: An Introduction 总被引：10，自引：4，他引：6
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The inclusion of Nature of Science (NOS) in the science curriculum has been advocated around the world for several decades. One way of defining NOS is related to the family resemblance approach (FRA). The family resemblance idea was originally described by Wittgenstein. Subsequently, philosophers and educators have applied Wittgenstein’s idea to problems of their own disciplines. For example, Irzik and Nola adapted Wittgenstein’s generic definition of the family resemblance idea to NOS, while Erduran and Dagher reconceptualized Irzik and Nola’s FRA-to-NOS by synthesizing educational applications by drawing on perspectives from science education research. In this article, we use the terminology of “Reconceptualized FRA-to-NOS (RFN)” to refer to Erduran and Dagher’s FRA version which offers an educational account inclusive of knowledge about pedagogical, instructional, curricular and assessment issues in science education. Our motivation for making this distinction is rooted in the need to clarify the various accounts of the family resemblance idea.The key components of the RFN include the aims and values of science, methods and methodological rules, scientific practices, scientific knowledge as well as the social-institutional dimensions of science including the social ethos, certification, and power relations. We investigate the potential of RFN in facilitating curriculum analysis and in determining the gaps related to NOS in the curriculum. We analyze two Turkish science curricula published 7 years apart and illustrate how RFN can contribute not only to the analysis of science curriculum itself but also to trends in science curriculum development. Furthermore, we present an analysis of documents from USA and Ireland and contrast them to the Turkish curricula thereby illustrating some trends in the coverage of RFN categories. The results indicate that while both Turkish curricula contain statements that identify science as a cognitive-epistemic system, they underemphasize science as a social-institutional system. The comparison analysis shows results such as the “scientific ethos” category being mentioned by the Irish curriculum while “social organizations and interactions” category being mentioned by the Turkish curriculum. In all documents, there was no overall coherence to NOS as a holistic narrative that would be inclusive of the various RFN categories simultaneously. The article contributes to the framing of NOS from a family resemblance perspective and highlights how RFN categories can be used as analytical tools. 相似文献
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Two fundamental questions about science are relevant for science educators: (a) What is the nature of science? and (b) what aspects of nature of science should be taught and learned? They are fundamental because they pertain to how science gets to be framed as a school subject and determines what aspects of it are worthy of inclusion in school science. This conceptual article re-examines extant notions of nature of science and proposes an expanded version of the Family Resemblance Approach (FRA), originally developed by Irzik and Nola (International handbook of research in history, philosophy and science teaching. Springer, Dordrecht, pp 999–1021, 2014) in which they view science as a cognitive-epistemic and as an institutional-social system. The conceptual basis of the expanded FRA is described and justified in this article based on a detailed account published elsewhere (Erduran and Dagher in Reconceptualizing the nature of science for science education: scientific knowledge, practices and other family categories. Springer, Dordrecht, 2014a). The expanded FRA provides a useful framework for organizing science curriculum and instruction and gives rise to generative visual tools that support the implementation of a richer understanding of and about science. The practical implications for this approach have been incorporated into analysis of curriculum policy documents, curriculum implementation resources, textbook analysis and teacher education settings. 相似文献
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Written in response to criticism of our work by Fouad Abd-El-Khalick, this position paper reaffirms and reinforces our position about the need to broaden and enrich the scope of nature of science (NOS) oriented curricula by exposing students to the voices of practising scientists. While Abd-El-Khalick's motivation for promoting the so-called consensus view of NOS is rooted in issues of assessment (or ‘benchmarking', as he calls it), we argue that the major reason for teaching about NOS is its contribution to what Shen calls civic and cultural scientific literacy. We are critical of the consensus view for its philosophical naivety, failure to reflect contemporary scientific practice and potential for confusing students, and we re-state our view that it is important to expose students to a diversity of practice among the sub-disciplines of science. We argue that richer NOS understanding and a more authentic view of scientific practice can be achieved through direct and indirect contact with scientists at the cutting edge of research and development, which we characterise as learning about scientists, learning from scientists and learning with scientists. 相似文献
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Antonia Larrain Paulina Freire Christine Howe 《International Journal of Science Education》2013,35(6):1017-1036
Since the late 1990s, there has been consensus among educational researchers that argumentation should play a central role in science education. Although there has been extensive relevant research, it is not clear enough how oral argumentation spontaneously occurs in science teaching. This is particularly important with regard to the empirical evidence suggesting the effect of discussion of contradictory views on scientific learning. In order to contribute to the research on argumentation in science teaching, we conducted a study that aims to sketch a panoramic view of the uses of oral argumentation in Chilean middle-school science teaching. A total of 153 videotaped science lessons were observed, involving students aged 10–11 and 12–13. Whole-class argumentative discourse was analysed as a function of thematic episodes and teachers' and students' utterances. Results suggest that argumentative discourse in which contradictory points of view are discussed is scarce but when it occurs it does so predominantly within discourse among students. On the contrary, argumentation aimed at justifying points of view is widely used, even more so when students are older. 相似文献
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Cassie Quigley 《Cultural Studies of Science Education》2011,6(3):549-557
This review explores Meyers and Crawford??s ??Teaching science as a cultural way of knowing: Merging authentic inquiry, nature of science, and multicultural strategies?? by examining how they combine the use of inquiry-based science instruction with multicultural strategies. In this conversation, I point to the need of specific discourse strategies to help teachers and students create hybrid spaces to push the boundaries of cultural congruence as described in this article. These strategies include a reflective component to the explicit instruction that encourages an integration of home and science discourses. My response to this work expands on their use of multicultural strategies to push toward a congruent Third space that asks not only what happens to the students who do not participate in science, but also what happens to science when a diverse group of people does not participate? 相似文献
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Besides viewing knowledge about the nature of science (NOS) as important for its own value with respect to scientific literacy, an adequate understanding of NOS is expected to improve science content learning by fostering the ability to interrelate scientific concepts and, thus, coherently acquire scientific content knowledge. However, there is a lack of systematic investigations, which clarify the relations between NOS and science content learning. In this paper, we present the results of a study, conducted to investigate how NOS understanding relates to students’ acquisition of a proper understanding of the concept of energy. A total of 82 sixth and seventh grade students received an instructional unit on energy, with 41 of them receiving generic NOS instruction beforehand. This NOS instruction, however, did not result in students having higher scores on the NOS instrument. Thus, correlational analyses were performed to investigate how students’ NOS understanding prior to the energy unit related to their learning about science content. Results show that a more adequate understanding of NOS might relate to students’ perspective on the concept of energy and might support them in understanding the nature of energy as a theoretical concept. Students with higher NOS understanding, for example, seemed to be more capable of learning how to relate the different energy forms to each other and to justify why they can be subsumed under the term of energy. Further, we found that NOS understanding may also be related to students’ approach toward energy degradation—a concept that can be difficult for students to master—while it does not seem to have a substantive impact on students’ learning gain regarding energy forms, transformation, or conservation. 相似文献
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Stefaan Blancke Johan De Smedt Helen De Cruz Maarten Boudry Johan Braeckman 《Science & Education》2012,21(8):1167-1184
This paper discusses the relationship between religion and science education in the light of the cognitive sciences. We challenge the popular view that science and religion are compatible, a view that suggests that learning and understanding evolutionary theory has no effect on students?? religious beliefs and vice versa. We develop a cognitive perspective on how students manage to reconcile evolutionary theory with their religious beliefs. We underwrite the claim developed by cognitive scientists and anthropologists that religion is natural because it taps into people??s intuitive understanding of the natural world which is constrained by essentialist, teleological and intentional biases. After contrasting the naturalness of religion with the unnaturalness of science, we discuss the difficulties cognitive and developmental scientists have identified in learning and accepting evolutionary theory. We indicate how religious beliefs impede students?? understanding and acceptance of evolutionary theory. We explore a number of options available to students for reconciling an informed understanding of evolutionary theory with their religious beliefs. To conclude, we discuss the implications of our account for science and biology teachers. 相似文献
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María Isabel Hernández Digna Couso Roser Pintó 《Journal of Science Education and Technology》2012,21(6):702-712
We believe that finding out how students think about certain topics that are covered in science classes should not be ??the end of the story?? but the starting point for planning lessons and designing materials. From this perspective, the research study presented here is intended to explore secondary school (15?C18?year old) students?? preconceptions of sound attenuation, and of the properties and internal structure of materials. Specifically, we analysed students?? explanations for the fact that some materials attenuate sound more than others. This study was conducted within a particular scenario, in which 72 students participated in laboratory sessions aimed at developing students?? understanding of the nature, propagation and attenuation of sound. From the analysis of students?? explanations, we could identify some conceptions of sound attenuation in materials (e.g. as a result of hindering the entrance of sound, or as a result of capturing sound). The results of this study also indicate that the role of properties of a material and the role of the internal structure that students associate with its acoustic behaviour depend on their conceptions of sound attenuation. We used these results as support for the design of a research-based teaching/learning sequence on the Acoustic Properties of Materials, which is intended to facilitate students?? overcoming the specific conceptual difficulties identified in this research study and promote students?? development of conceptual models of sound attenuation. 相似文献
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Taking the view that pictures are not a transparent but rather a deforming mirror of reality, shaping representations of the world bound up with the interests of the social institutions within which pictures are circulated and read, our aim is to explore what view of nature and of the human-nature relationship is built in Greek natural science school textbooks. The particular textbooks analysed have been recently introduced (in 2006 and 2007) into Greek education. The pictorial analysis suggests that a ??baroque?? view of nature and of the human-nature relationship predominantly emerges, according to which nature is constantly in motion, and therefore random and unpredictable natural change could be ??normal??. Natural environments are viewed in materialistic terms, being transformed by humans and serving as a resource. A comparison with our analysis of the older textbooks written in the early 1980s (Korfiatis et al. 2004) seems to indicate important conceptual differences between the two series of textbooks. The ??romantic?? and ??classic?? views of nature in the old textbooks could express the vigour, the optimism and the innocence characterising industrial societies (or in the process of industrialisation) about human interventions in the environment. Conversely, the ??baroque?? view found in the new textbooks probably marks the scepticism of post-industrial societies about natural phenomena. 相似文献
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Hasok Chang 《Science & Education》2011,20(3-4):317-341
I advance some novel arguments for the use of historical experiments in science education. After distinguishing three different types of historical experiments and their general purposes, I define complementary experiments, which can recover lost scientific knowledge and extend what has been recovered. Complementary experiments can help science education in four major ways: to enrich the factual basis of science teaching; to improve students?? understanding of the nature of science; to foster habits of original and critical inquiry; and to attract students to science through a renewed sense of wonder. I illustrate these claims with my own recent work in historical experiments, in which I reproduced anomalous variations in the boiling point of water reported 200 years ago, and carried out new experimental and theoretical work arising from the replication of some early electrochemical experiments. 相似文献
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It is considered important for students to participate in scientific practices to develop a deeper understanding of scientific ideas. Supporting students, however, in knowing and understanding the natural world in connection with generating and evaluating scientific evidence and explanations is not easy. In addition, writing in science can help students to understand such connections as they communicate what they know and how they know it. Although tools such as vee-maps can scaffold students?? efforts to design investigations, we know less about how these tools support students in connecting scientific ideas with the evidence they are generating, how these connections develop over time, or how writing can be used to encourage such connections. In this study, we explored students?? developing ability to reason scientifically by examining the relationship between students?? understanding of scientific phenomena and their understanding of how to generate and evaluate evidence for their ideas in writing. Three high school classes completed three investigations. One class used vee-mapping each time, one used vee-mapping once, and one did not use vee-mapping. Students?? maps and written reports were rated for understanding of relevant science procedural and conceptual ideas. Comparisons between groups and over time indicate a positive relationship between improved procedural and conceptual understanding. Findings also indicate that improved procedural understanding preceded improved conceptual understanding, and thus, multiple experiences were needed for students to connect evidence and explanation for science phenomena. 相似文献
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Various studies have promoted instruction in the history and philosophy of science (HPS) in science classes, but the best way of putting this perspective into practice remains undetermined. To contribute to this issue, we developed a pedagogical project in some high schools in Brazil that aimed to present science content using an historical–philosophical approach focusing on the HPS from a social perspective. The content was developed broadly, highlighting the dialogues between science and the cultures in which scientific knowledge was accumulated. The results of the first stage of project implementation show that some strategies efficiently encouraged student discussion about science using an historical–philosophical approach. One successful strategy was the use of artistic material, such as movies and plays. The creative language and images in these elements allowed teachers to broaden historical–philosophical discussions without compromising science content. This project shows that a social approach to the HPS stimulates interdisciplinary discussions in science classes, enabling students to reflect on the nature of science. 相似文献
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Louise Spear‐Swerling Robert J. Sternberg 《Learning disabilities research & practice》2001,16(1):51-57
Although educators may teach well without knowledge of scientific research, students obtain greater benefits from knowledgeable teachers who ensure that scientific research is incorporated into their instruction. In this paper, scientific findings and practical implications are compared and some suggestions to close the gap between science and practice are provided. In this article we examine what science offers general and special educators who teach reading. We review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well. In addition, we consider some broader ways that science may be useful to educators. We conclude with some suggestions for individual teachers interested in becoming more familiar with scientific research on reading. 相似文献
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Science education researchers are concerned with preparing pre-service elementary teachers (PSETs) to teach in ways that support students to learn science in a meaningful way. Preparing elementary teachers to teach science is complicated given that they tend to be generalists and may not have the same experience with science as secondary teachers. During an elementary science methods course, we explored PSETs?? perspectives on the teaching and learning of science via a case study that included four PSETs. Using Frykholm??s (Journal of Curriculum and Supervision 19:125?C149, 2004) framework of ??educative?? and ??debilitating?? discomfort, we examined PSETs?? approaches to their own science learning and their approaches to science teaching. A theme apparent in PSETs?? perspectives was struggle. We described ways in which struggle was either educative or debilitating for PSETs, both in terms of their own learning and the ways in which they approached teaching. Some PSETs who struggled in their own learning developed learning experiences to engage their students in reform-based science teaching, while some PSETs developed learning experiences that prevented their students from experiencing any sort of struggle in their learning process. The ways in which these students dealt with their own learning struggles mirrored the ways in which they dealt with their struggles to become teachers of reform-based science instruction. Helping PSETs to deal with their feelings of discomfort with science content or ideas about the nature of science learning and teaching promoted by reform documents may be a key issue in developing their willingness to become facilitators of meaningful science learning. 相似文献
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M. Teresa Ibáñez‐Orcajo 《International Journal of Science Education》2013,35(6):747-769
Numerous investigations show that most school science teaching, in Spain and elsewhere, implicitly transmits an inductivist and very stereotyped view of science and conveys an unrealistic image of scientific work. We present some results of an investigation with fourth‐level Spanish secondary education students (15 year olds) who were taught genetics through a unit based on an open problem‐solving methodology as an investigation. Among the learning objectives were the modification of their view of the nature of science in relation to ideas about: how science is done, what a theory is, what scientists do, and, finally, what the relationship is between Science–Technology–Society. The conceptual change about the nature of science experienced by the students in the experimental group was not observed in the control group, which worked in a traditional manner. Also, these new concepts remained with the students over time without a significant backward shift. 相似文献
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Fred N. Finley 《科学教学研究杂志》1983,20(1):47-54
During the past twenty years, research, curriculum development, and instruction in science education have been influenced by Gagne's conception of science processes. This article reports an investigation of the epistomologic foundations of this conception. The results indicate that a commitment to inductive empiricism pervades the presently held view of science processes. A major tenet of this commitment is that conceptual knowledge results from the application of science processes in understanding natural phenomena and solving problems. Criticism of the commitment in light of recent developments in the philosophy of science reveals that there is limited philosophical support for this view. The implication is that if science educators continue to use the presently held view of science processes, the conception needs to be reformulated. Otherwise, there is a clear danger that students will be presented an inaccurate and inadequate view of science processes. The alternative is to view the exact nature of science processes as being dependent upon the conceptual knowledge that is used to understand a particular phenomena or problem. 相似文献
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The present paper presents a historical study on the acceptance of Newton??s corpuscular theory of light in the early eighteenth century. Isaac Newton first published his famous book Opticks in 1704. After its publication, it became quite popular and was an almost mandatory presence in cultural life of Enlightenment societies. However, Newton??s optics did not become popular only via his own words and hands, but also via public lectures and short books with scientific contents devoted to general public (including women) that emerged in the period as a sort of entertainment business. Lectures and writers stressed the inductivist approach to the study of nature and presented Newton??s ideas about optics as they were consensual among natural philosophers in the period. The historical case study presented in this paper illustrates relevant aspects of nature of science, which can be explored by students of physics on undergraduate level or in physics teacher training programs. 相似文献