大学生科学本质教育研究

充分理解科学本质是大学教育的内在要求。科学本质作为一种对科学问题的本原性思考,体现了科学精神与人文精神的融合。由于大学生科学本质观存在的科学主义等取向,本文提出通过提高大学教师对科学本质的认识、开展HPS教育、营造校园科学文化来达成科学观的文化转向。     

科学本质理解的教学目标的设定

本文在分析当前科学本质理解的教学目标预设中存在的问题以及明晰其与三维目标的关系之后,以具体的案例说明科学本质理解应作为显性教学目标,在三维目标中凸显科学本质理解的丰富内涵。     

科学本质理解的教学目标的设定

本文在分析当前科学本质理解的教学目标预设中存在的问题以及明晰其与三维目标的关系之后,以具体的案例说明科学本质理解应作为显性教学目标,在三维目标中凸显科学本质理解的丰富内涵。     

慢性冷水游泳应激对小鼠空间学习记忆和海马NO、NOS的影响

32只成年昆明种小鼠随机分成对照组和应激组,采用强迫冷水游泳建立慢性应激动物模型,Morris水迷宫行为实验观察动物的空间学习记忆能力,同时测定海马NO含量及NOS活性。结果表明,慢性冷水游泳应激可提高小鼠空间学习记忆能力,其机制可能与海马NO含量和NOS活性降低有关。     

项目教学法在网络操作系统管理课程链中的应用

项目教学是目前高校课程模式改革的主要方向,特别是实践性较强的、基于任务驱动机制的课程都较为适合这种课程模式,服务器操作系统管理课程就是其中之一,从服务器的基本安装与配置,到服务器上相关企业服务的架设,直至最后使用网络系统来对整个网络的管理都可以按照一个个项目来实施教学,但项目课程教学的效果最终还是取决于项目的准备、实施和评价等几个主要环节。     

Turkish grade 10 students' and science teachers' conceptions of nature of science: A national study

This study aimed to assess grade 10 Turkish students' and science teachers' conceptions of nature of science (NOS) and whether these conceptions were related to selected variables. These variables included participants' gender, geographical region, and the socioeconomic status (SES) of their city and region; teacher disciplinary background, years of teaching experience, graduate degree, and type of teacher training program; and student household SES and parents' educational level. A stratified sampling approach was used to generate a representative national sample comprising 2,087 students and 378 science teachers. After establishing their validity in the Turkish context, participants were administered a questionnaire comprising 14 modified “Views on Science‐Technology‐Society” (VOSTS) items to assess their views of certain aspects of NOS. A total of 2,020 students (97%) and 362 teachers (96%) completed the questionnaire. Participant responses were categorized as “naïve,” “have merit,” or “informed,” and the frequency distributions for these responses were compared for various groupings of participants. The majority of participants held naïve views of a majority of the target NOS aspects. Teacher views were mostly similar to those of their students. Teacher and student views of some NOS aspects were related to some of the target variables. These included teacher graduate degree and geographical region, and student household SES, parent education, and SES of their city and geographical region. The relationship between student NOS views and enhanced economic and educational capitals of their households, as well as the SES status of their cities and geographical regions point to significant cultural (specifically Western) and intellectual underpinnings of understandings about NOS. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 1083–1112, 2008     

The development of seventh graders' views of nature of science

This study investigated the development in students' nature of science (NOS) views in the context of an explicit inquiry‐oriented instructional approach. Participants were 18 seventh‐grade students who were taught by a teacher with “appropriate” knowledge about NOS. The intervention spanned about 3 months. During this time, students were engaged in three inquiry‐oriented activities that were followed by reflective discussions of NOS. The study emphasized the tentative, empirical, inferential, and creative aspects of NOS. An open‐ended questionnaire, in conjunction with semi‐structured interviews, was used to assess students' views before, during, and after the intervention. Before instruction, the majority of students held naïve views of the four NOS aspects. During instruction, the students acquired more informed and “intermediary” views of the NOS aspects. By the end of the intervention, the students' views of the NOS aspects had developed further still into informed and “intermediary.” These findings suggest a developmental model in which students' views develop along a continuum during which they pass through intermediary views to reach more informed views. Implications for teaching and learning of NOS are discussed. © 2007 Wiley Periodicals, Inc. J Res Sci Teach 45: 470–496, 2008     

Representations of nature of science in high school chemistry textbooks over the past four decades

This study assessed the representations of nature of science (NOS) in high school chemistry textbooks and the extent to which these representations have changed during the past four decades. Analyses focused on the empirical, tentative, inferential, creative, theory‐driven, and social NOS, in addition to the myth of “The Scientific Method,” the nature of scientific theories and laws, and the social and cultural embeddedness of science. A total of 14 textbooks, including five “series” spanning one to four decades, were analyzed. The textbooks commanded significant market shares in the United States and were widely used in some of the most populace states. Relevant textbook sections were scored on each of the target NOS aspects on a scale ranging from −3 to +3, which reflected the accuracy, completeness, and manner (explicit versus implicit) in which these aspects were addressed. The textbooks fared poorly in their representations of NOS. Additionally, with a few exceptions, textbook scores either did not change or decreased over the past four decades. These trends are incommensurate with the discourse in national and international science education reform documents, which has witnessed an increasing emphasis on the centrality of NOS to scientific literacy and pre‐college science education during the same time period. Assessment and evaluation strategies, and policies need to be targeted if substantial and desired changes in the ways NOS is addressed in science textbooks are to be effected. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 835–855, 2008     

力竭运动后大鼠小脑组织中MDA含量和NOS活性变化的研究

通过力竭运动模型 ,分别在运动后即刻、运动后 2h、运动后 12h和运动后 2 4h测定小脑皮层组织中NOS活性和MDA含量水平 ,结果发现运动后 2 4hMDA含量水平都没有显著的变化。但是运动后即刻小脑组织中的NOS活性出现降低 ,并且在运动后 2h左右出现显著的降低 (P <0.0 5),以后逐渐恢复到安静时的水平 ,在 2 4h后有不显著的增强。根据实验结果 ,我们分析认为小脑运动性疲劳的主要原因之一可能与NOS活性的明显降低有密切关系 ,而与脂质过氧化没有直接的关系     

Learning science through research apprenticeships: A critical review of the literature

Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010     

关于理工类学生科学史教育的几点思考

科学史在沟通人与科学、发扬科学本身蕴含的人精神、提高人素质等方面有着很重要的作用。然而在目前我国理工类大学的教学中,科学史尚未发挥出应有的作用。各院校应把科学史融入专业课教学之中。     

太极拳对中老年女性肌体一氧化氮及其合酶与血压的影响

对长期坚持参加太极拳运动的中老年女性血清一氧化氮(NO)及其合酶(NOS)活性进行测定,同时测定舒张压、收缩压、心率。结果表明:(1)长期有规律的太极拳运动可以提高中老年女性肌体NOS活性,可以促进NO的生成。(2)长期有规律的太极拳运动可以降低血压。     

管窥传统和声理论中协和性原则的历史发展

在传统和声理论中协和性原则占有十分重要的地位，但长期以来很少有人就此问题做专门的论述。本从和声学理论发展的几个阶段入手，分析论证了多声部音乐中协和性原则确立的基础，以及其在西方音乐发展的各个历史时期所起的主导性作用。这一主导作用随着时代的发展而发展。当它进入到和声语言相当复杂和丰富的21世纪时，已无法用协和性的一般化概念来概括，取而代之的是一种较为宽泛的概念——音响紧张度来表述。这种对声音状态的描述，是以音乐语汇中的音响是否能够表达作品的内涵与思想为准则。     

Impacts of contextual and explicit instruction on preservice elementary teachers' understandings of the nature of science

This mixed‐methods investigation compared the relative impacts of instructional approach and context of nature of science instruction on preservice elementary teachers' understandings. The sample consisted of 75 preservice teachers enrolled in four sections of an elementary science methods course. Independent variables included instructional approach to teaching nature of science (implicit vs. explicit) and the context of nature of science instruction (as a stand‐alone topic vs. situated within instruction about global climate change and global warming). These treatments were randomly applied to the four class sections along a 2 × 2 matrix, permitting the comparison of outcomes for each independent variable separately and in combination to those of a control group. Data collection spanned the semester‐long course and included written responses to pre‐ and post‐treatment administrations of the VNOS‐B, semi‐structured interviews, and a variety of classroom artifacts. Qualitative methods were used to analyze the data with the goal of constructing profiles of participants' understandings of the nature of science and of global climate change /global warming (GCC/GW). These profiles were compared across treatments using non‐parametric statistics to assess the relative effectiveness of the four instructional approaches. Results indicated that preservice teachers who experienced explicit instruction about the nature of science made statistically significant gains in their views of nature of science regardless of whether the nature of science instruction was situated within the context of GCC/GW or as a stand‐alone topic. Further, the participants who experienced explicit nature of science instruction as a stand‐alone topic were able to apply their understandings of nature of science appropriately to novel situations and issues. We address the implications of these results for teaching the nature of science in teacher preparation courses. © 2010 Wiley Periodicals, Inc., Inc. J Res Sci Teach 48: 414–436, 2011     

诱导型一氧化氮合酶在光暗调控的蚕豆气孔运动中的作用

以蚕豆叶片下表皮为材料,借助表皮条分析、免疫细胞化学染色、细胞核染色和激光扫描共聚焦显微镜技术,对一氧化氮(nitric oxide,NO)在光暗调控的蚕豆气孔运动中的作用进行探索。实验证明,NO专一性清除剂2,4-羧基苯-4,4,5,5-四甲基咪唑-1-氧-3-氧化物(cPTIO)和一氧化氮合酶(NOS)抑制剂NG-氮-L-精氨酸-甲酯(L-NAME)能够逆转黑暗诱导气孔关闭的效应,并能阻断黑暗诱导的蚕豆保卫细胞NO水平的提高。但二者对光下气孔孔径几乎没有影响。结果表明,光暗调控的蚕豆气孔运动与保卫细胞胞质内的NO水平有关,在保卫细胞细胞核中存在诱导型一氧化氮合酶(inducible-nitric oxide synthase,iNOS),而光暗条件下iNOS活性不同,进而引起NO水平变化并最终影响气孔开关。     

Teaching nature of science through inquiry: Results of a 3‐year professional development program

This study assessed the influence of a 3‐year professional development program on elementary teachers' views of nature of science (NOS), instructional practice to promote students' appropriate NOS views, and the influence of participants' instruction on elementary student NOS views. Using the VNOS‐B and associated interviews the researchers tracked the changes in NOS views of teacher participants throughout the professional development program. The teachers participated in explicit–reflective activities, embedded in a program that emphasized scientific inquiry and inquiry‐based instruction, to help them improve their own elementary students' views of NOS. Elementary students were interviewed using the VNOS‐D to track changes in their NOS views, using classroom observations to note teacher influences on student ideas. Analysis of the VNOS‐B and VNOS‐D showed that teachers and most grades of elementary students showed positive changes in their views of NOS. The teachers also improved in their science pedagogy, as evidenced by analysis of their teaching. Implications for teacher professional development programs are made. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 44: 653–680, 2007     

太极拳对中老年女性肌体一氧化氮及其合酶与血脂血糖的影响

对长期坚持参加太极拳运动的中老年女性的血清一氧化氮及其合酶(NOS)活性进行测定,同时测定胆固醇(TC)、高密度脂蛋白(HDL-c)、甘油三脂(TG)、血糖(GLU)。结果表明:长期有规律的太极拳运动可以提高肌体高密度脂蛋白水平,降低胆固醇水平,预防动脉粥样硬化,在预防中老年女性血糖升高中能够起到积极的作用。