Research in Science Education

Research in Science Education -     

Research in Science Education

Research in Science Education -     

关于进一步加强教育科学研究的意见

（１９９８年１１月５日辽教委函字［１９９８］１３０号文件下发）一、进一步明确“加强辽宁教育科学研究”的重要意义加强教育科学研究是辽宁教育贯彻落实“科教兴国”、“科教兴省”战略的具体体现,是加快教育改革步伐,全面推进素质教育,构建面向２１世纪有辽宁特色...     

Developing a Research Agenda in Science Education

The Science Summit reinforced a question upon which many of us in science education are focused: How can we, the science education community of researchers, practitioners, and consumers, lead policy? We include a brief review of the No Child Left Behind Act and its implications for teachers, and elaborate about one ongoing and growing effort to answer the concerns about the paucity of research expressed at the Summit. We describe a unique and growing collaboration across professional science education and science organizations and societies that focuses on the development of a research agenda. The term ‘consilience’ refers to the “jumping together of knowledge” that leads to scientific advancements, progressive, creative, fluid scientific research and intellectual capacity to move a research community toward an enlightened research agenda. A coherent research agenda enables us to specify what we know, what we need to know, and how research can be employed for creating and implementing policy. The use of a dynamic organizer (such as Pasteur’s Quadrant) for a research matrix of topics provides a possible structure for organizing and cataloging research questions, designs, findings from past studies, needed areas for research, and policy implications. Through this unique collaboration, the science education community can better focus on needs and priorities and ensure that teachers, policy makers, scientists, and researchers in education at local through national levels have an important stake in research priorities and actions.     

Science Education Research Trends in Latin America

The purpose of this study was to survey and report on the empirical literature at the intersection of science education research in Latin American and previous studies addressing international research trends in this field. Reports on international trends in science education research indicate that authors from English-speaking countries are major contributors of publications. Despite the internationalization of the science education community, as represented by the publication of the work generated in non-English-speaking countries, research trends in science education in Latin America are uncommon in the literature. Therefore, it was deemed important to explore the scholarly productivity of science education researchers from Latin America to learn about the research orientations pursued by scholars from this region. Collective review findings are presented with respect to author’s nationality, publication volume generated in each country, research type and topic, collaborative research, and areas for future research. Of the ten countries represented in this study, Brazilian authors were the most research active scholars followed by their colleagues from Venezuela, Mexico, and Argentina. The History, Philosophy and the Nature of Science (HPNOS) was the topic that most attracted the interest of Latin American science education researchers, and the Empirical Qualitative studies was the most frequent research type combination in the analyzed publications. Findings in this study suggest a relationship between investment power in Research and Development (R&D) and the scholarly productivity not only in science education but also in the scientific field in the countries of the region.     

Methodological Diversity in HPS-Informed Science Education Research

Science & Education -     

系统科学方法论与教育研究

系统科学对教育研究的方法论意义是不言而喻的。文章力图从历史的角度阐述系统科学产生和发展的轨迹,从古代系统的滥觞到近代系统观的形成再到现代系统论的诞生都作了较为详细的回顾;在此基础上,分析了系统科学方法论与教育研究的密切关系。列出了系统科学方法论对教育研究的价值所在:它有助于人们对教育的重新认识;有助于更好地解释一些教育现象;也为我们提供了整体思维方式。文章最后还指出了系统论本身的缺陷对教育研究的负面影响。     

Civic and Citizenship Education in Israel

As distinguished from the formal, political science-oriented citizenship curriculum studied exclusively in secondary schools, civic education-learning develops throughout the young-mature citizen's life in Israel. The analysis of the role and learning of two primary civic myths--'Israel is a Jewish and a democratic state' and 'Israelis are Jews'--demonstrates how this learning takes place through 'formations' of hegemony such as the family, the media, civic militarism as well as through schools' statist and social curricula. Successes of civic education enable the civic myths to be vibrant, gestalt worlds of meaning for Jewish Israelis, and sites of resistance for ultra-orthodox Jewish as well as Palestinian citizens of Israel. On the other hand, as an ethnocracy, democracy in civic Israel is not a meaningful world of value but rather a means to manage political processes. Therefore, the Israel case study is insightful for understanding the limitations of civic and citizenship education that seeks to advance democratic-oriented values such as human rights, liberty, justice, tolerance, civility, coexistence, pluralism and an alternative concept of Israel as a civil society.     

小学科学教育中渗透可持续发展教育的研究

可持续发展教育是在环境教育和发展教育的基础上,伴随可持续发展战略的提出而产生的。小学科学教育与可持续发展教育不仅有密切联系,而且具备很多渗透的优势。在分析可持续发展教育实施过程中存在的问题基础上,提出要挖掘《课标》隐含的信息,认识可持续发展教育的理念;把握教学环节,寻求可持续发展教育内容的渗透点;结合课外活动,开展可持续发展教育主题活动;注重日常生活规范,养成可持续发展教育的良好行为;开展多元评价,突出可持续发展教育的价值。     

生命科学教学中的美育研究

生命科学教学的美育是一种教育思想、教学方法和教学模式,其核心内容是将生命科学的教学内容转化成审美的对象和内容,在生命科学的教学中始终渗透着美育教育,因此美育教育既是素质教育的需要,也是生命科学教学的需要。在生命科学的教学中要善于找到、挖掘和发现美育的各种构成要素,并将其融入教学之中,达到最佳的教学效果,满足日益增长的教学需求和需要。     

教育中的科学史与科学史中的教育

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。     

Evaluation Practices in Teacher Education in Israel

Evaluation procedures and the emphasis on evaluation in teacher education courses in Israel were studied through questionnaires administered to teacher educators, student teachers and practicing teachers. The results show that the emphasis on evaluation is marginal and that evaluation procedures in teacher education have significant effects on practicing teachers.     

日本"脑科学与教育"研究的进展

脑科学从基础研究向应用研究展开,与教育跨学科融合形成了"脑科学与教育"新的研究领域。日本率先在世界上倡导"脑科学与教育"的跨学科研究,并且将脑科学研究作为国家教育发展的一项战略任务,将脑科学的原理运用到教育中去,进行面向教育理论和实践的应用研究。本论文介绍的日本近年来"脑科学与教育"研究的最新进展,对推动我国尚处于起步阶段的脑科学与教育领域研究的发展有一定的启示。