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1.
Tracie M. Addy Margaret R. Blanchard 《International Journal of Science Education》2013,35(8):1045-1071
ABSTRACTUsing data from the 2006 Program for International Student Assessment (PISA), we explored nine aspects of science engagement (science self-efficacy, science self-concept, enjoyment of science, general interest in learning science, instrumental motivation for science, future-oriented science motivation, general value of science, personal value of science, and science-related activities) as outcomes and predictors of science achievement. Based on results from multilevel modelling with 4456 students nested within 132 schools, we found that all aspects of science engagement were statistically significantly and positively related to science achievement, and nearly all showed medium or large effect sizes. Each aspect was positively associated with one of the (four) practices (strategies) of science teaching. Focus on applications or models was positively related to the most aspects of science engagement (science self-concept, enjoyment of science, instrumental motivation for science, general value of science, and personal value of science). Hands-on activities were positively related to additional aspects of science engagement (science self-efficacy and general interest in learning science) and also showed a positive relationship with science achievement. 相似文献
2.
我国科学教育发展历史虽然已历经百年，但至今仍存在不少问题。要在新时期解决科学教育中的诸多问题，必须厘清科学教育中的几个关系性问题：第一，科学与科学教育之间的关系，科学与科学教育分属两个范畴但又相互关联；第二，科学方法与科学教育方法之关系，科学方法是科学研究者做科学之方法，科学教育方法则是指导学生学习科学之方法；第三，科学知识与科学素养之关系，科学素养是科学教育追求之目标，科学知识是其不可或缺的重要内容；第四，科学教育与技术教育之间的关系，随着科学与技术之间相互作用的增强，科学与技术在教育中逐渐走向融合，但现时期科学教育与技术教育仍具有不同的内涵。 相似文献
3.
This study considers the relationship between science, science teaching and the philosophy of science perceiving these three
cultural phenomena as a semantic triad. This approach presents science teaching as being a form of a scientific reflection.
The relationship of science teaching to the philosophy of science is advocated to be essential, revealing the conceptual meaning
of science in the science curriculum and thus removing the semantic degeneracy taking place when the philosophy of science
is ignored in science education. The study points at the bricolage as well as magic nature of the science curriculum preserving
as long as science teaching preserves semantic degeneracy. Different types of meaning of Schwab’s commonplaces were recognized.
The study challenges the common view of the relationship between science, science teaching and pedagogy and suggests effective
representation of individual knowledge of science educators. 相似文献
4.
Chi‐Chin Chin 《International Journal of Science Education》2013,35(13):1549-1570
Scientific literacy and attitudes toward science play an important role in human daily lives. The purpose of this study was to investigate whether first‐year pre‐service teachers in colleges in Taiwan have a satisfactory level of scientific literacy. The domains of scientific literacy selected in this study include: (1) science content; (2) the interaction between science, technology and society (STS); (3) the nature of science; and (4) attitudes toward science. In this study, the instruments used were Chinese translations of the Test of Basic Scientific Literacy (TBSL) and the Test of Science‐related Attitudes. Elementary education majors (n = 141) and science education majors (n = 138) from four teachers’ colleges responded to these instruments. The statistical results from the tests revealed that, in general, the basic scientific literacy of first‐year pre‐service teachers was at a satisfactory level. Of the six scales covered in this study, the pre‐service teachers displayed the highest literacy in health science, STS, and life science. Literacy in the areas of the nature of science and earth science was rated lowest. The results also showed that science education majors scored significantly higher in physical science, life science, nature of science, science content, and the TBSL than elementary science majors. Males performed better than females in earth science, life science, science content, and the TBSL. Next, elementary education majors responded with more “don’t know” responses than science education majors. In general, the pre‐service teachers were moderately positive in terms of attitudes toward science while science education majors had more positive attitudes toward science. There was no significant difference in attitudes between genders. Previous experience in science indicated more positive attitudes toward science. The results from stepwise regression revealed that STS, the nature of science, and attitudes toward science could explain 50.6% and 60.2% variance in science content in elementary education and science education majors, respectively. For science education majors, the first three scales—the nature of science, health science and physical science—determined basic scientific literacy. However, for elementary education majors, the top three factors were physical science, life science and the nature of science. Based on these results, several strategies for developing the professional abilities of science teachers have been recommended for inclusion in pre‐service programs. 相似文献
5.
Scientific literacy is one of the primary purposes of science education which briefly focuses on using and interpreting scientific explanations, understanding science within its culture. However, science curricula emphasize science with its cognitive aspects and underestimate affective and aesthetic aspects of science. Science education needs to cover beauty of science for students to cross borders between their own culture and culture of science and to achieve the aim of scientific literacy. Relating aesthetic aspects of science with content of science and paving the way for aesthetic experiences through artworks may enrich science education. The purposes of this study are to discuss the need of integrating aesthetic aspects of science in science instruction and to propose examples and pedagogical suggestions to promote aesthetic experiences into the science education. Artworks are selected to present socio-cultural aspects of science to demonstrate the culture of science, their stories are explained, and pedagogical suggestions are proposed. Advantages and difficulties of using artworks in science instruction are discussed as a result of the study. 相似文献
6.
钱学森以马克思主义哲学为指导,提出了＂现代科学技术体系＂和＂开放复杂巨系统的理论与方法＂,成为科学技术发展史上重大的理论创新。从横向上,钱学森将现代科学技术的认识过程分为工程技术、技术科学和基础科学三个层次,科学技术认识的基础是前科学;从纵向上,他从＂科学是随着矛盾的产生而发展＂的观点出发,对科学技术的发展状况进行了总结,提出了系统科学、思维科学、人体科学等新学科。还将文学艺术、军事科学技术、行为科学技术、地理科学技术、建筑科学技术等纳入到科学技术体系之中。 相似文献
7.
刘雪贞 《安庆师范学院学报(社会科学版)》2008,27(4):74-78
作为中国现代科学事业体制化建设的先驱,任鸿隽一生致力于科学的宣传组织工作。他的科学观是一个内涵丰富、见解深远、结构完整的理论体系,其基本框架包含了科学本体论、科学方法论、科学精神论和科学功用论。研究任鸿隽的科学观,是解读这位科学事业家的思想与科学活动的基石,也是了解那个时代的科学思潮的重要思想航标。 相似文献
8.
国外关于科学本质教学的研究 总被引：2，自引：0，他引：2
促进学生对科学本质的理解已成为科学教育的根本目标之一.科学本质阐明了科学所具有的基本特征,是人们对科学本质属性的正确认识.本文对国外关于科学本质的内涵、科学本质的教学内容与学习范畴、融入科学史的科学本质教学、科学探究及科学本质教学的研究等作了概述. 相似文献
9.
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
10.
有关“人文学科”的几点辨析 总被引：2，自引：0，他引：2
曾军 《华中科技大学学报(社会科学版)》2001,15(2):121-126
关于“人学科”的辨析可以从三个层面上进行：一是“学科”层面的“人学科”与“自然科学”和“社会科学”的区分；二是“历史”层面的“人学科”与“人主义”的甄别；三是“教育”层面的“人学科教育”和“人主义教育”的差异，章对有关“人学科”的几个相关性概念进行了比较辨析，并在此过程中突显出“人学科”的内涵。 相似文献
11.
Efforts to promote more realistic conceptions about science are often limited by teachers’ inexperience in this domain. In this paper, we describe an ‘inductive–deductive, dialectic immersion’ approach towards assisting teachers in developing more realistic conceptions about science — along with corresponding revised perspectives about science teaching. Three secondary teachers of science with minimal science research experience engaged in a case study of science in action — specifically, in an episode of northern alpine ecological field research. Qualitative data analyzed by constant comparative methods suggested that these teachers shifted along a modernist through postmodernist continuum — as indicated by increased support for a more Naturalist epistemology of science, a more Antirealist ontology of science, and corresponding priorities towards science teaching and learning. Results suggest that teachers of science can develop postmodern views about science and science teaching if given opportunities to induce and deduce propositions about science in realistic cases of science in action. 相似文献
12.
借鉴教学系统理论,建立新的、对科学课程教学实践具有指导意义的科学课程教学系统论。科学课程教学系统应该由科学课程教学目标、科学课程教师、学生、科学课程教学内容、科学课程教学方法和手段、科学课程教学资源、科学课程教学评价与反馈等七要素组成。 相似文献
13.
14.
Richard A. Duschl 《科学教学研究杂志》1983,20(8):745-754
Ethnographic research methodologies were used to examine the training of elementary education majors in science in an attempt to gain insight on whether or not their training in science contributes to the apprehension elementary teachers have toward science. The field study consisted of 14 weeks of weekly observations in the elementary education majors science methods class. Interviews with the students and the instructors as well as survey instruments to assess students' preparation in science were used. Two different approaches to the study of science, one content oriented, the other process oriented, may contribute to the students' confusion, insecurity, and avoidance of science. The students' perception that science is learning content, an objective of introductory level science courses, and the science methods class's objectives of teaching science as a process sets up an “antagonistic dilemma” between the two. Such “antagonistic dilemma” may be manifest in the lack of instructional time accorded to science by elementary educators. The type of science experiences an individual encounters influences their perceptions. To offset student perceptions developed in science courses which stress principally content, the students need science experiences which truly represent science as inquiry. New strategies for the training of elementary education majors in science need to be examined. 相似文献
15.
通过追溯中西文化演变,分析传统“理性”文化之别,阐述我国传统文化对理科教育的负面影响;回顾近代理科教育的社会文化演变过程,结合理科“文化”舞台分析当前基础教育理科课程改革中出现的问题。理科的人文化传统教学造成了以非理性方式记忆“科学”,使理科教育目标背离了科学的本质诉求。针对传统文化中精确、求真、独立性和批判性等理性思维不足的缺陷,提出理科课程改革中建立符合科学理性特点的理科教材观、知识价值观、学生的科学观、教师科学教学观、教师观、评价观等的具体办法,给予“理解科学”的课程改革目标的实现以诸多启示。 相似文献
16.
Earlier studies of gender differences in science courses and careers have identified three probable causes: numbers of mathematics courses, level of science achievement, and attitudes toward science. Recently, differential science experiences have been suggested as a factor contributing to the gender differences found in science interest and achievement. A study of science activities, both within and outside of school, has been conducted. Although both boys and girls report similar classroom experiences, boys more often than girls report extracurricular science activities. The findings suggest that equal experiences within science classrooms do not overcome the advantage that boys hold due to more extracurricular science activities. Increased experiences in science, however, have led to more positive attitudes toward science among the girls in this study. 相似文献
17.
This study investigates the impact of an informal science outreach programme built around theories of identity formation and self-efficacy on middle school girls’ science affinities. A lottery-based, randomised control trial was used to identify programme effects on four science affinity outcomes: science interests, efficacy with science, science attitudes, and science identity. A multivariate analysis of variance demonstrated that programme participants scored higher than their control group peers on weighted composite of post-programme affinity indicators. These results suggest that informal science education may offer a venue through which to support the formation of science identities and efficacy in girls. Implications for including psychosocial support elements into science classroom pedagogy and science education standards are discussed. 相似文献
18.
Jeffry Mallow Helge Kastrup Fred B. Bryant Nelda Hislop Rachel Shefner Maria Udo 《Journal of Science Education and Technology》2010,19(4):356-369
We conducted interviews with eleven groups of Danish and American students. The interview topics included gender and national
components of science education, science anxiety, and attitudes toward science. The groups were science and nonscience students
at the upper secondary and university levels, and one group of American science teachers who were students in a science enrichment
program. The interviews revealed a variety of relationships between and among science attitudes, science anxiety, nationality,
gender, and course of study. We also probed student attitudes toward constructivist versus traditional views of science. 相似文献
19.
金有景 《淮南师范学院学报》2007,9(1):132-137
“潜科学”这一概念是1979年11月由中国学者首次提出的。潜科学是指处于研究过程中的科学，它具有不确定性和潜在性，与发展成熟、为社会公认的科学即“显科学”相对。潜科学包括理论潜科学与应用潜科学两个方面．但长期以来学者们偏重于理论潜科学的研究，忽略了应用潜科学的研究。1992年。作者在潜科学界首次提出了开展应用潜科学研究的问题，并且对应用潜科学的内涵、研究方法等学术问题都做了比较详细的阐述。 相似文献
20.
小学科学教师科学素养调查研究 总被引：14，自引：0，他引：14
为了评价小学科学教师的科学素养,确定培训目标,本研究设计了相应的调查问卷。问卷包含科学知识、科学方法、科学性质和科学态度四个方面。调查的初步结果显示:教师在科学知识和科学方法上存在很多缺陷,在对科学性质的认识方面问题尤其严重,导致在教学中出现了一些不科学甚至伪科学的做法。因此,对教师进行以正确的科学观为核心的科学性质培训是当务之急。 相似文献