中学科学教学心理学的研究进展

本文对中学科学教学心理学的研究进展进行了概述,认为中学科学教学心理学的研究主要从四个方面进行第一,概念教学研究;第二,专家与新手比较研究;第三,思维能力培养的实验研究;第四,科学教师研究.     

Classroom-based science research at the introductory level: changes in career choices and attitude

Our study, focused on classroom-based research at the introductory level and using the Phage Genomics course as the model, shows evidence that first-year students doing research learn the process of science as well as how scientists practice science. A preliminary but notable outcome of our work, which is based on a small sample, is the change in student interest in considering different career choices such as graduate education and science in general. This is particularly notable, as previous research has described research internships as clarifying or confirming rather than changing undergraduates' decisions to pursue graduate education. We hypothesize that our results differ from previous studies of the impact of engaging in research because the students in our study are still in the early stages of their undergraduate careers. Our work builds upon the classroom-based research movement and should be viewed as encouraging to the Vision and Change in Undergraduate Biology Education movement advocated by the American Association for the Advancement of Science, the National Science Foundation, and other undergraduate education stakeholders.     

初中学生综合科学过程技能的水平、特点及影响因素

以1452名初中生为被试,以Burns等编制的综合过程技能测验(TIPS)和Hasan的科学教师的影响问卷,科学教科书的影响问卷,以及学生科学学习的自我效能感问卷为工具,考察初中学生的综合过程技能水平及其特点。结果表明,初中生的平均技能水平较高,但还不能达到满意水平,同时存在性别、年级和城乡的显著差异,表现为:随着年级的递增,初中生的TIPS成绩也递增;城市学校的学生成绩显著高于农村学校;在控制和操作变量技能上,男生得分显著低于女生;教师、教材、自我效能与综合过程技能显著相关,其中教材对综合过程技能的影响最大。     

Cognitive development in a secondary science setting

Observations were made of the progressive change in the cognitive development of 141 students over the course of their secondary education in an Australian private school. Cognitive development was measured in years 8, 10 and 12 usingBond's Logical Orerations Test. Rasch analysis of each of the data sets provided ability estimates for students in the year groups of 1993 (year 8), 1995 (year 10) and 1997 (year 12). Twenty-nine students from the year group of 1993 were tested on all three occasions. We analysed data from these 29 students in order to investigate the children's cognitive development across years 8, 10 and 12. We also examined the influence of the Cognitive Acceleration through Science Education (CASE)Thinking Science program on the cognitive development and scholastic achievement of these students. We found increased mental growth between years 8 and 10 for most students in theThinking Science cohort, which could not be predicted from their starting levels. There was a significant correlation between cognitive development and the scholastic achievement of these students. Although boys as a group were more advanced in cognitive development than girls in years 8 and 10, no difference was found in the rate of cognitive change based on sex up to year 10. However girls showed cognitive gains across years 10–12 which were not found in boys. The students who were new to the school also showed increased cognitive development in years 11 and 12. Students who had experienced theThinking Science course were more cognitively developed than students who joined the school after the intervention had taken place. This study supports the claim of Adey and Shayer that there is a relationship between cognitive development and scholastic achievement, even though we used different measures of cognitive development and scholastic achievement.     

Research interests of secondary science teachers

In the past few years, science educators and the nation at large have become increasingly concerned about the “Crisis in Science Education.” An underlying cause of this crisis is the nonuniform quality of instruction delivered by secondary science teachers. One way to improve the quality of teaching in the schools is the application of science education research findings to teaching. Most teachers are unaware of the research findings and/or do not apply them in their classrooms. This study helps determine the areas of research which are of greatest interest to secondary science teachers. Results will be used by NSTA to determine the contents of future volumes of the monograph What Research Says to the Science Teacher. A random sample of 600 secondary science teachers was obtained from the National Registry of NSTA. Teachers were sent a 23 item questionnaire that asked them to rate their interest in each research topic on a five point scale. The questionnaire contained the 12 items prepared by a NARST-NSTA committee in 1979 and an additional 11 items using the same format. Demographic data collected from the survey included sex, teaching assignment, role in school, type of school, type of community, years of teaching experience, and familiarity with What Research Says. … Data were analyzed using this demographic data as well as according to whether teachers returned the original or a follow-up questionnaire. Teachers who returned the first questionnaire had basically the same preferences as those who returned the follow-up questionnaire. Sixty percent of the teachers completed the questionnaire in usable form. Overall results of the study based on both frequency of response and on mean rating indicate that the following five topics are of greatest interest to secondary science teachers: laboratory experiences, motivational techniques, effect on college courses, problem solving, and meaningful learning. Analysis of data according to the subject taught indicated that chemistry and physics teachers are more interested in problem solving than biology teachers, and that chemistry, physics, and earth science teachers are also interested in the sequence of the content. Males and females had the same top five interests but in a different order. The same is true for teachers of grades 7–9 versus grades 10–12. Rural teachers preferences varied substantially from those in other settings and differences were also found for teachers familiar with What Research Says … compared to the rest of the sample. For every classification of teacher, the area of least interest was sex difference research.     

Challenging gender-blindness in preservice secondary science teachers

This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. HRD 945-0022). Any opinions, findings, and conclusions or recommendations expressed in this article are those of the author and do not necessarily reflect the views of the National Science Foundation.     

国家级创新性高端科学研究基础平台建设——高水平的科学研究带动高质量的开放服务

阐述建立国家科技基础条件平台——国家大型科学仪器中心的重要意义,介绍北京电子显微镜中心建设的情况和所取得的部分科研成果。北京电子显微镜中心是在清华大学原电子显微镜实验室的基础上建立起来的,通过实践高水平的科学研究带动高质量的开放服务的管理理念,建立并执行科学的管理规章制度,不断创新运行机制和改进工作,使中心不断发展和壮大。     

Elements of improvement in secondary science teacher preparation

Conclusion There are strong indications that the courses developed under the Teacher Preparation Project at Utah State University are providing new dimensions to the education of prospective science teachers and liberal art students who select a science emphasis at the undergraduate level. To date, the courses have institutional support in both staffing and funding that should keep them in place in the coming years. Clearly, the project made adjustments along the way, learning from early mistakes, and building team rapport and commitment required to bring about the completion of the project. Certain issues have been raised and resolved to some extent. Mixing liberal arts majors with secondary science teaching majors appears to be good for the integrative course, bringing diversity of background and viewpoint into the class. The kinds of teaching behaviors in evidence in these classes require high expectations for student performance but also a willingness on the part of the professor to stand back and let the student explore or to allow a discussion to run. This is clearly a more facilitative and less directive teaching role than is expected for most undergraduate courses. Finally, one can expect to get mixed reactions from students, positive about their newfound independence but, for some at least, a lack of tolerance for ambiguity and some discomfort at having a new (and sometimes threatening) set of grading procedures thrust upon them. In the USU Teacher Preparation Project, these decisions have charted a course of action for the future-a course derived from cognitive psychology principles requiring growth on the part of both faculty and students. This material is based upon work supported in part by a grant from the National Science Foundation (Grant No. TPE-8850642). Any opinions, findings, and conclusions or recommendations exprtessed in this article are those of the authors and do not necessarily reflect the views of the National Science Foundation.     

我国科学史融入科学教学实践的回顾与展望——基于近十年研究的可视化分析

近年来,科学史在课堂中的重要作用已经得到教师的广泛认同,以2010~2019年核心期刊中科学史教育功能与教学实践相结合的文献作为研究对象,从载文情况、载文内容、关键词共现、社会网络图谱等4个方面进行统计,最终发现,近十年来科学史教育教学实践研究仍以HPS(History Philosophy and Sociology of Science)模式作为科学史融入课堂的主要载体,结合多样化的科学教学模式和教育技术,逐渐呈现出多元化的研究态势。同时,现有的文献欠缺科学史的科学教育功能与教学实践相结合的效果考察研究,其研究内容也有待向纵深方向发展。