试论小学科学教师培养的多样化

我国小学科学教师主要由科学教育专业和小学教育专业科学方向培养,在专业挂靠院系、课程设置、教材使用等层次上呈多样化态势,这是全民科学素养问题受到重视的体现,也是高等教育改革和小学科学课程实施现状的必然产物。针对目前小学科学教师培养呈多样化的客观现实,从不同层面入手,提出了培养高质量小学科学教师的建议。     

Creating matched National Curriculum assessments in English and Welsh: test translation and parallel development 1

ABSTRACT

This article considers the emphasis on scientific evidence in the practical science curriculum in England and Wales, paying particular attention to some recent research findings concerning children's understanding in this area. The findings suggest that children's ability to conduct investigations in science appears to decline in the early years of secondary school. The authors discuss possible explanations for this decline which, it is suggested, contributes to a general failure among school children to make progress to higher levels of investigative work and in the acquisition of a real understanding of the nature of science itself.     

新课程改革背景下小学科学实验教学的策略研究

科学是新课程改革背景下小学阶段必不可少的课程,实验是小学科学课堂教学的关键性构成部分,提高科学课程实验教学效率至关重要.因此,本文在实践的基础上提出了一些可行的策略,站在新课程改革的视角,优化小学科学课程实验教学各个环节,构建高效的科学实验课堂,促使各层次学生在科学实验操作过程中轻松掌握科学理论知识,同时锻炼其科学思维...     

以培养从业技能为导向的小学科学教学技能课程改革策略研究

"小学科学教学技能"是小学教师的必修教法课程之一。通过本课程教学,使学生具备基本的小学科学教育理论和从事小学科学课程教学的能力,促使学生形成现代儿童观和教育观。但据调研,本课程的教学现状和教学目标达成度并不乐观。结合创新创业教育理念和教学实际,提出基于从业技能培养为导向的"小学科学教学技能"课程改革策略。     

“The approaching storm.” Ideology power and control: The national science teachers association curriculum development in the USA

This paper examines the ideology of one the best known figures in science education in the USA, and draws attention to the relationship between the political climate and curriculum in national curriculum developments. We are mindful of the forces shaping the schooling of science in Australia, and we present this analysis as an example of the social forces that dominate education both here and overseas. Paramount is our desire to open the door for a socially responsible Australian school science experience. Social Responsibility of Science in Science Education Group.Specializations: sociology of science education, the nature of science and the production of scientific knowledge, comparative science education and environmental education. Social Responsibility of Science in Science Education Group.Specializations: comparative education with particular reference to China, the nature of science and the production of scientific knowledge.     

小学教育专业(科学)本科课程设置的比较研究

随着小学科学课程改革对高素质小学科学教师的需求,近年来一些高等院校先后在小学教育本科专业开设了科学方向.本文从课程的学分、学时、模块结构等方面比较分析了国内3所高校小学教育专业(科学)的本科课程设置方案,在此基础上就该专业方向课程设置中存在的问题提出若干建议.     

论自然科学知识的社会建构及其教育意义

知识社会学、科学社会主义以及科学知识社会学对有关自然科学知识性质问题的研究有不同的论述。从实在论的建构主义观点看 ,自然科学知识的社会建构具有开放性、具体性、动态性、灵活性的特点。自然科学知识的性质与教育活动有密切关系 ,自然科学知识性质的改变对学校教育和课程改革来说 ,具有十分重要的启发意义。     

国外中学生科学技术形象研究综述

发展学生对科学技术的积极态度,是学校总课程的重要目标之一,相应地国外学者对中学生的科学技术形象作了深入的研究和探讨。本文通过梳理国外相关文献,从对科学技术的理解、对科学技术涉及的相关职业的认识、对科学家和技术人员的认识以及对科学技术的工作环境的认识四个方面对国外中学生科学技术形象研究进行了综述。在此基础之上,本文做了总结归纳,对今后我国在这方面的研究提出了一些建议。     

Impact of a Scientist–Teacher Collaborative Model on Students,Teachers, and Scientists

Collaborations between the K-12 teachers and higher education or professional scientists have become a widespread approach to science education reform. Educational funding and efforts have been invested to establish these cross-institutional collaborations in many countries. Since 2006, Taiwan initiated the High Scope Program, a high school science curriculum reform to promote scientific innovation and inquiry through an integration of advanced science and technology in high school science curricula through partnership between high school teachers and higher education scientists and science educators. This study, as part of this governmental effort, a scientist–teacher collaborative model (STCM) was constructed by 8 scientists and 4 teachers to drive an 18-week high school science curriculum reform on environmental education in a public high school. Partnerships between scientists and teachers offer opportunities to strengthen the elements of effective science teaching identified by Shulman and ultimately affect students’ learning. Mixed methods research was used for this study. Qualitative methods of interviews were used to understand the impact on the teachers’ and scientists’ science teaching. A quasi-experimental design was used to understand the impact on students’ scientific competency and scientific interest. The findings in this study suggest that the use of the STCM had a medium effect on students’ scientific competency and a large effect on students’ scientific individual and situational interests. In the interviews, the teachers indicated how the STCM allowed them to improve their content knowledge and pedagogical content knowledge (PCK), and the scientists indicated an increased knowledge of learners, knowledge of curriculum, and PCK.     

课程改革视角下的高师学生科学知识现状与变革

小学科学课程的综合性课程形态对高师学生科学知识水平和知识结构提出了新的要求。本文首先分析了高师学生们的科学知识水平不能适应科学课程的现状;在分析小学科学课程的综合性、跨学科特点的基础上阐明小学科学课程对高师学生的要求,最后提出改变高师学生的科学知识水平和知识结构采取的具体教育方式。     

多元文化视角下港澳台沪初中科学课程标准知识结构的评析

本文以多元文化科学教育的观点,对港澳台沪初中科学课程标准的核心知识及知识结构进行归纳与分析,提出建构初中科学课程知识体系要遵循的原则;应注重课程内容的适应性、整合性、人文性,强调初中科学课程内容的国际化与本土化和个性化结合,以及在多元文化科学教育视角下初中科学课程知识结构的建构建议。     

韩国现行初中科学课程的特色

韩国现行初中科学课程反映了各种教育思想的综合,强调了科学概念与探究过程、科学兴趣与关心、学习内容的连贯性及与实际生活的关联性.该课程设置国民共同基础课程"科学"保证了国民共同核心的科学教育,又设置深化、补充课程,满足了个别化学习要求.     

Tracing Young Children's Scientific Reasoning

This paper explores the scientific reasoning of 14 children across their first two years of primary school. Children's view of experimentation, their approach to exploration, and their negotiation of competing knowledge claims, are interpreted in terms of categories of epistemological reasoning. Children's epistemological reasoning is distinguished from their ability to control variables. While individual children differ substantially, they show a relatively steady growth in their reasoning, with some contextual variation. A number of these children are reasoning at a level well in advance of curriculum expectations, and it is argued that current recommended practice in primary science needs to be rethought. The data is used to explore the relationship between reasoning and knowledge, and to argue that the generation and exploration of ideas must be the key driver of scientific activity in the primary school.     

Should Science be Taught in Early Childhood?

This essay considers the question of why we should teach science to K-2. After initial consideration of two traditional reasons for studying science, six assertions supporting the idea that even small children should be exposed to science are given. These are, in order: (1) Children naturally enjoy observing and thinking about nature. (2) Exposing students to science develops positive attitudes towards science. (3) Early exposure to scientific phenomena leads to better understanding of the scientific concepts studied later in a formal way. (4) The use of scientifically informed language at an early age influences the eventual development of scientific concepts. (5) Children can understand scientific concepts and reason scientifically. (6) Science is an efficient means for developing scientific thinking. Concrete illustrations of some of the ideas discussed in this essay, particularly, how language and prior knowledge may influence the development of scientific concepts, are then provided. The essay concludes by emphasizing that there is a window of opportunity that educators should exploit by presenting science as part of the curriculum in both kindergarten and the first years of primary school.     

Reconsidering the 'nature of science' as a curriculum component

Although the nature of science has long been seen as an important, indeed central, component of science education during this century, efforts to integrate an authentic view of the nature of science into the curriculum have often met with little success. Work in the field of science studies since the 1960s has compounded this difficulty by presenting educators with various competing, often conflicting, views of the essence of scientific inquiry. I discuss previous attempts to come to grips with this fundamental issue of how to deal with the competing views of science and suggest an alternative approach for integrating nature of science issues into the school science curriculum. What is needed is for educators to accept that no single nature of science exists and to develop curricula that help students understand instead the diverse, local practices that are found within and across scientific disciplines.     

Mentoring and Argumentation in a Game-Infused Science Curriculum

Engaging in argumentation from evidence is challenging for most middle school students. We report the design of a media-based mentoring system to support middle school students in engaging in argumentation in the context of a game-infused science curriculum. Our design emphasizes learners apprenticing with college student mentors around the socio-scientific inquiry of a designed video game. We report the results of a mixed-methods study examining the use of this media-based mentoring system with students ages 11 through 14. We observed that the discourse of groups of students that engaged with the game-infused science curriculum while interacting with college student mentors via a social media platform demonstrated statistically significant higher ratings of cognitive, epistemic, and social aspects of argumentation than groups of students that engaged with the social media platform and game-infused science curriculum without mentors. We further explored the differences between the Discourses of the mentored and non-mentored groups. This analysis showed that students in the mentored groups were invited, guided, and socialized into roles of greater agency than students in the non-mentored groups. This increased agency might explain why mentored groups demonstrated higher levels of scientific argumentation than non-mentored groups. Based on our analyses, we argue that media-based mentoring may be designed around a video game to support middle school students in engaging in argumentation from evidence.     

论后现代主义对现代教育的影响

作为一种新兴的文化思潮,后现代主义以一种新的视角和思维方式来观察和解释世界,从而对人文社会科学领域产生了深刻的影响,教育领域亦不例外。后现代主义对科学理性的批判有助于我们重新认识教育的本质,对主体的解构有助于我们改革单一的教育培养模式,对现代知识的诘难有助于我们反思和改造现代课程体系,对差异性的强调有助于我们建立一种多向度、多视角的教育科学研究方法。     

Designing Science Learning in the First Years of Schooling. An intervention study with sequenced learning material on the topic of ‘floating and sinking'

Research on learning and instruction of science has shown that learning environments applied in preschool and primary school rarely makes use of structured learning materials in problem-based environments although these are decisive quality features for promoting conceptual change and scientific reasoning within early science learning. We thus developed and implemented a science learning environment for children in the first years of schooling which contains structured learning materials with the goal of supporting conceptual change concerning the understanding of the floating and sinking of objects and fostering students' scientific reasoning skills. In the present implementation study, we aim to provide a best-practice example of early science learning. The study was conducted with a sample of 15 classes of the first years of schooling and a total of 244 children. Tests were constructed to measure children's conceptual understanding before and after the implementation. Our results reveal a decrease in children's misconceptions from pretest to posttest. After the curriculum, the children were able to produce significantly more correct predictions about the sinking or floating of objects than before the curriculum and also relative to a control group. Moreover, due to the intervention, the explanations given for their predictions implied a more elaborated concept of material kinds. All in all, a well-structured curriculum promoting comparison and scientific reasoning by means of inquiry learning was shown to support children's conceptual change.     

科学史融入小学课程的研究

科学史是培养小学生科学素养的主要学习资源。小学阶段科学素养的培养不仅仅限于“科学”课程。科学史融入小学课程要避免非科学的简化史,注重体验,让历史动起来,重视技术史的学习。教师要做好科学素养、教学能力和心理学测评方法等方面的准备。     

张雪门科学教育思想述评

张雪门是现代著名幼儿教育家,他希望通过幼稚教育改变国家民族的面貌,为此特别重视幼儿的科学教育。其科学教育思想的产生跟民国科学教育的兴起、个人对幼稚教育的探索和对国家民族的热爱密切相关。他认为科学教育的关键是科学精神的培植,培养过程中应该注意让儿童多想多做,注意经验的连贯和衔接,同时教学工具的选用应遵循简单常用的原则。其科学教育思想与其自身的行为课程理念是一致的,体现了浓厚的生活气息和因时因地制宜的办学思路。