理科教师信念研究综述

教师信念被视为影响教学实践的重要因素之一,有关教师信念的研究也一直是教师教育领域关注的热点。本文主要依据国际科学教育文献对理科教师信念的相关研究进行梳理。文章首先探讨了理科教师信念的界定,然后对有关理科教师信念的6个研究主题进行介绍与评述,并提出我国理科教师教育需要关注的四个问题,最后呼吁我国学者应更多地从事理科教师信念方面的研究。     

Asia Pacific science education in a knowledge society

Science education, since the end of the nineteenth century has been a formal vehicle to ensure the perpetuation of scientific knowledge necessary for general scientific literacy and the creation of a society of scientists. However, since then, beliefs about knowledge and knowing have changed from science being described as being just a pile of chronologically documented facts, through the dynamic growth of scientific knowledge as explained by Kuhn in his Structure of Scientific Revolutions, to the present twenty-first century concept of knowledge societies by which new scientific knowledge is being interpreted. Science education perspectives in relation to teacher education and pedagogies need to be frequently revisited. Indeed, many nations in the Asia-Pacific region are doing just that. How then is the teaching and learning of scientific knowledge in the region? This article will review and compare research related to science achievement, quality of science education and approaches to teaching science in the Asia-Pacific region in particular five nations, in an attempt to answer this question.     

小学科学教师科学本质观的现状调查与思考

科学本质教育已经成为当前科学教育发展的核心理念,教师对科学本质的理解是实现这一目标的关键。本研究以对124名小学科学教师的调查问卷为基础,结合访谈和观察,探讨了小学科学教师科学本质观的总体状况以及在不同维度上的具体表现。研究表明:小学科学教师的科学本质观具有一定的滞后性、浅层次性以及不稳定性。以此为基础,提出了改善小学科学教师科学本质观的建议。     

Controversial Conversations in Science: Incorporating the Science “Sex Box”

Science classrooms—and science textbooks—are proving to be challenging spaces for education that contradicts abstinence-only-until-marriage (AOUM) sex education. However, science educators can teach against this knowledge in a way that is critical of oppressive language. In fact, having explicit dialogue about gender identities and sexual orientation can help uncover oppressive cultural attitudes and help science educators challenge universal views of the human body. This article examines two narratives that use a pedagogic practice to help them teach in AOUM environments. The first narrative discusses personal experiences of the author as a science teacher and the dilemmas faced by including what I call a “sex box” in a life science class. The second narrative discusses an excerpt from a research study conducted with life science teachers in which a participant uses this same method. The purpose of this discussion is to help expose the science classroom as a place to have meaningful discussions, even with policies and cultures that do not support the discussion of safe sex for minority human sexualities.¹ This article suggests future science teachers and present teachers alike can advocate for the incorporation of national standards that counteract overtly discriminatory policies.     

Vocationalism and school science education

This article reviews an important but neglected area of the science curriculum: connections with work and the workplace. The first section offers some historical background, arguing that economic and practical relevance has from the beginning been an important theme within science education. The article then undertakes a broader exploration of the intellectual background, usage and meaning of the term vocationalism within education, before turning to vocational themes as they are represented more specifically within research on science education. It then examines the development and contemporary policy significance of vocational provision across the world. This is followed by an account of a specific case: the innovative version of school science currently under development in England, which is occurring under the rubric of ‘applied science’. Finally the article sketches a research agenda for vocationalism within science education, drawing on the themes and issues that have been identified. It suggests that greater attention to this area will contribute to a broadening of the intellectual compass and relevance of science education research.     

Understanding aims and values of science: developments in the junior cycle specifications on nature of science and pre-service science teachers’ views in Ireland

Irish science education is aiming to develop post-primary students’ knowledge of and about science through the introduction of ‘nature of science’ (NOS) in the new junior cycle science specification. This study aimed to investigate pre-service science teachers’ views about a particular aspect of NOS, namely the aims and values of science. Aims and values in relation to science can be considered from epistemic, cognitive, cultural, social, political, moral and ethical perspectives. In this paper, we focus on the epistemic, cognitive and social aims and values of science to provide a broad overview and investigate pre-service science teachers’ understanding of them. Qualitative methods are used to highlight two case studies that provide an in-depth record of how pre-service science teachers interpret aims and values of science. Although the sample is limited in terms of its generalisability to pre-service teacher education at large, the study provides a framework for (a) what to target and investigate about NOS in science education, particularly about aims and values of science, and (b) how pre-service science teachers are likely to make sense of such relatively new curricular goals. Implications for pre-service science teacher education are discussed.     

‘Multicultural’ science in South Africa's National Curriculum Statement

Abstract

South Africa's Revised National Curriculum Statement for Further Education and Training (FET) is premised on the view that there are competing perspectives and worldviews from which to make sense of phenomena. Accordingly, elements of indigenous knowledges have been integrated into the discursive terrains of all subjects that form part of the National Curriculum Statement. This policy statement invites several critical questions, some of which are addressed in this article in relation to science education. These include questions as to whether seemingly disparate perspectives of ‘the world’ are competing or complementary and whether science (education) is universal or multicultural. A universalist position holds that Western modern science has superior explanatory powers of understanding the natural world to those of indigenous knowledges. A multiculturalist position holds that science is culturally produced and that cultures have disparate ways of understanding the natural world and that different ways of knowing should be recognised as science. This article discusses critical questions arising from much contestation about the nature of science as a consequence of different perspectives on science held by universalists and multiculturalists. Some of the implications this discussion has for science education in contemporary South Africa are also examined.     

对科学教学实践的思考

本文以问卷调查为基本方法 ,了解中学师生对科学素养概念的认识 ,了解师生对我国现行物理课程及科学教育的评价 ;并对我国科学教学实践进行了思考 ,提出自己的一些观点。     

论学习科学与素质教育

对素质教育的内涵的理解赋予了新意,从教育学的角度出发,对素质教育中的素质、知识、能力间的关系等几个问题提出了看法,并对素质教育与学习科学的关系进行了深入讨论。     

学科综合环境下地学本科实践教学建设与改革探索

本文从综合性大学本科教育教学改革背景出发,结合地学本科教育特点,梳理地学本科生创新能力培养实践探索,并思考其存在的问题。     

Large‐scale interventions in science education: The road to utopia?

This article provides commentary on the five articles in this issue on large‐scale interventions in science education for diverse student groups in varied educational settings. Using these articles as a point of departure, I discuss three challenges to science education research and practice. The first concerns the changed meaning of science education reform over the past two decades. The science education research and development community must be aware of the shifting policy and public awareness context of their work and react accordingly if it wishes for its work to make a difference in the lives of teachers and students. The second addresses the importance of teacher professional development and the role that well‐designed and internally valid research plays in developing knowledge in this area. The third discusses the chaotic and contradictory nature of educational policy in this country and argues that our field needs to align our research work with the ways in which real and impactful decisions are made about education in general and science education in particular. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 420–427, 2012     

关于《学校体育学》学科建设的探讨

学校体育学是以体育理论派生出来的一门学科,本文对目前体院和高师试用的《学校体育学》教材的内容体系进行了分析,认为建设具有我国特点的学校体育学,必须以我国学校体育法规、教育学、体育学、体育学理论、体育教育实践经验、学校体育最新研究成果等方面为理论依据。并提出学校体育学学科初步框架结构。     

论科学的本质与科学教育

科学的本质是科学教育领域中的一个重要问题。本文从定义和内涵两个角度对科学的本质进行了分析和阐述。科学既是一种过程,同时也是一种结果。科学活动的过程和科学活动的结果是紧密结合在一起的。作为探究与思维的科学、作为态度与精神的科学、作为知识与能力的科学是科学内涵的三个重要体现。在对科学本质进行分析的基础上,本文进一步对科学教育的目标与内容、过程与方法进行了探讨。     

人文精神在初中科学教育中的体现

科学本身不只具有科学性,还具有一定的人文性,但是长期以来我国科学教育注重其科学性,忽略其人文性,导致在科学教育中过分注重基础知识技能的传授,忽视学生人文精神的培养。文章分析了在现代科学教育中体现人文精神的必然性,并在此基础上重点讨论了人文精神在初中科学教育中的体现,结合实际探讨了初中科学教育中进行人文精神教育的策略,包括制订包含人文精神的教学目标,挖掘科学教材的人文素材,改进课堂教学,培养学生的人文精神,倡导包括人文精神教育在内的完整的科学教育。     

科学教育视角下星级高中理科实验室的建设与管理

以国内外科学教育的大环境为背景,揭示了科学教育视角下星级高中理科实验室的特征,并提出了一些具体的建设与管理思路,如理科实验室科学教育功能的拓展和实验教学评价的研究等。新型实验室的建设与管理,将促进教师的发展与学生的成长,重视每一个学生在实验教学中的个性化反应。它不仅关注实验教学的结果,还关注学生在实验过程中的体验。     

从科学的本质看科学教育的发展趋势

科学本质上是一种大科学,它包括科学知识、科学活动及其与社会的关系。大科学观决定了科学教育应从分科走向综合。科学教育的综合不仅是自然学科内部、自然学科之间的综合,还应包括与人文、社会学科之间的综合,实际的综合程度则应视具体情况而定。     

科学的本质与学生科学本质观的培养

开展科学的本质教育是培养学生科学素养的核心内容。正确的科学本质观建立在科学知识、科学方法以及科学情感态度与价值观的形成基础之上。通过实施新的科学教育理念,改革科学课程的教学内容,转变教师教学策略,使学习科学成为学生主动探究的过程,必将进一步引导学生加深对科学本质的认识和理解,促进学生科学本质观的形成与发展。     

Philosophy of Science,Critical Thinking and Science Education

In this article I explore a case for the inclusion of some aspects of critical thinking and of philosophy of science within science education that appeals to two commonly accepted aims of science education. Although motivated by reading Harvey Siegel's Educating Reason (1988), and emerging from his discussion there, the aspects I explore go beyond that discussion.     

A Critique of the Stem Pipeline: Young People’s Identities in Sweden and Science Education Policy

In this article, we develop critiques of the pipeline model which dominates Western science education policy, using discourse analysis of interviews with two Swedish young women focused on ‘identity work’. We argue that it is important to unpack the ways that the pipeline model fails to engage with intersections of gender, ethnicity, social class and nationality, and their impact on science and with debates about science as elitist and implicated in neoliberalism.     

Science in the Māori‐medium Curriculum: Assessment of policy outcomes in Pūtaiao education

This second research paper on science education in Māori‐medium school contexts complements an earlier article published in this journal (Stewart, 2005). Science and science education are related domains in society and in state schooling in which there have always been particularly large discrepancies in participation and achievement by Māori. In 1995 a Kaupapa Māori analysis of this situation challenged New Zealand science education academics to deal with ‘the Māori crisis’ within science education. Recent NCEA results suggest Pūtaiao (Māori‐medium Science) education, for which a national curriculum statement was published in 1996, has so far increased, rather than decreased, the level of inequity for Māori students in science education. What specific issues impact on this lack of success, which contrasts with the overall success of Kura Kaupapa Māori, and how might policy frameworks and operational systems of Pūtaiao need to change, if better achievement in science education for Māori‐medium students is the goal? A pathway towards further research and development in this area is suggested.