Philosophy and Quantum Mechanics in Science Teaching

Research in physics has its impact on world view; physics influences the image of nature. On the other hand philosophy thinks about nature and the role of man. The insight that philosophy might indicate the frontiers of human possibilities of thought makes it highly desirable to teach these aspects in physics education. One of the most exciting examples is quantum theory which v. Weizsäcker called a fundamental philosophical advance. I give some hints to implementing philosophical aspects into a course on quantum theory. For this purpose I designed a dialogue between three philosophers – from the Antique, the Enlightenment and a quantum philosopher – discussing results of quantum theory on the background of important philosophical terms. Especially the views of Aristotle are reviewed. This idea has been carried out in a supplementary course on quantum theory for interested teacher students and for in-service training of teachers.     

论逻辑思维在哲学教学中的作用

要上好一堂哲学课，教师必须要有扎实的业务知识和授课的基本技能，而逻辑技能便是曩基本的技能之一。逻辑思维的基础性地位决定了其在哲学教学中的重要作用，因此，在教学过程中，教师不仅要利用自身的逻辑力量充分发挥逻辑思维的作用，还要．联系实际，启发学生思考，训练学生的逻辑思维能力，从而引导学生学会运用逻辑思维去分析和解决问题。     

A Graduate Programme in History,Philosophy and Science Teaching in Brazil

This paper discusses a Master's degree in History, Philosophy and Science Teaching recently created in Brazil. The paper will report alocal experience but its analysis raises questions of general interest, in particular to less developed countries. This interest concerns firstly the challenges of doing research and educating people in science teaching, and developing a scientific culture, and secondly the institutional obstacles that face new and/or interdisciplinary research groups. We anticipate the conclusion that in Brazilian conditions of today projects from emergent andinterdisciplinary groups can be damaged by political, cultural and institutionalobstacles.     

论哲学社会科学在医学院校建设的重要作用

长期以来，医学院校重视自然科学，忽视哲学社会科学，以致培养出来的医学生出现这样或那样的一些问题。为此，医学院校必须从“三个代表”重要思想的理论高度，充分认识哲学社会科学的作用和意义，切实加强哲学社会科学的学科建设。     

A Bibliography for Philosophy and Constructivism in Science Education

The research literature on educational constructivism is voluminous (see the Carmichael (1990) Pfundt & Duit (1994) and Driver et al. (1994b) bibliographies cited below). The research - in both the Piagetian and Alternative Conception traditions - covers children's learning, cognitive development, curriculum development, classroom practices, teacher education, and much else. There is a further enormous literature on constructivism in philosophy of science (see Leplin (1984) and Churchland & Hooker (1985)), and on constructivism in the sociology of science (see Brown (1984), McMullin (1988, 1992). In turn these latter literatures overlap with the ocean of writing on post-modernist theory of knowledge and cognition (see Gross & Levitt (1994)). The following references relate mostly to educational constructivism, and then, with some exceptions, to articles that address epistemological and philosophical matters in science education. Even so it is not an exhaustive list, but hopefully it will be useful for teachers and researchers in the field. The author welcomes additions or omissions being brought to his attention.     

对“科学技术哲学”课教学的几点思考

在"科学技术哲学"课教学过程中存在的教与学矛盾中,教仍然是矛盾的主要方面.要解决这个矛盾,提高教学质量,教师应当提高自身理论素质,更新教育思想观念.同时,为了适应时代需要,教学内容也要时刻更新,不过,在教学过程中,新的教学内容既要重点突出,又要与其他内容保持一致性.     

主体间性理论与哲学社会科学的教学取向

从主体间性理论视角看哲学社会科学的教学，确认教学活动中师生间的主体间性关系。因此哲学社会科学教学过程应关注学生的主体性，加强对学生主体性研究，提升教学实效。     

科学发声在教学实践中的作用

嗓音对于教师来说,既是生理功能,又是至关重要的职业工具。科学发声可以为这个工具进行保护,提高教学实践的效率和效果,而教学实践则是教师利用科学发声这一职业工具进行传承文明、开拓创新的舞台。     

A Self-Study of the Role of Technology in Promoting Reflection and Inquiry-Based Science Teaching

   This self-study examined the 1st-year science teacher educator's integration of instructional technology into a science methods course and modeled the reflective practice of her own teaching. Elementary science methods students participated in a series of inquiry-based activities that utilized various instructional technologies. Data sources included daily reflections, formative assessments, concern-based surveys, and class assignments. Findings from this self-study revealed that the teacher educator's own reflections and practical inquiry influenced and paralleled her students’ development of learning how to teach scientific inquiry using instructional technology. Results suggest that inviting preservice teachers into reflective practice and modeling for them the development of professional practical knowledge allow them to address the uncertainties in their own learning about using technology for inquiry-based science teaching.     

Philosophy of Science in the Science Teacher Education Curriculum

Summaries

English

The purpose of this article is to promote awareness of a growing body of literature concerned with the relationship between the epistemology of science and school science education, and to stimulate debate concerning the role such epistemological considerations should play in the professional training of science teachers. First of all, a rationale is provided for the inclusion of the epistemology of science and its relationship to school science education as an essential component on the professional training of all science teachers. This is followed by a review of existing resources for use in science teacher education curricula, and suggestions for new resource material. Finally, a possible curriculum for inclusion in science teacher education programmes is presented.