高中化学教科书中科学本质内容的研究——以人教版《普通高中教科书·化学·必修》为例

以我国最新出版的高中化学教科书为研究对象,以国际科学教育界目前关于科学本质的最新定义为分析框架,采用内容分析法对教科书中呈现科学本质内容的相关栏目进行分类、统计和分析.研究发现,教科书注重以相关栏目、习题和插图等形式呈现科学本质内容,在科学本质三个维度中更加侧重对科学知识的理解,据此提出同类教科书的编写修订建议.     

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     

Students and school characteristics related to elementary school students' views of the nature of science

The purpose of this study is to investigate student- and school-level factors that help to explain the difference in the nature of science (NOS) views. Overall, the design of this study is correlational. The sample consisted of 3062 students enrolled in the sixth, seventh, and eighth grades of elementary schools in Turkey. A hierarchical linear modelling was selected as a modelling technique. This study has established the importance of the student's socioeconomic background, learning approaches undertaken, self-efficacy, and motivational goals in the formation of their NOS views. The findings reveal that quality of both the physical infrastructure of schools and the educational resources in schools, parent educational levels, student achievement, self-efficacy, experience of meaningful learning, and learning goal orientation are positively related to different dimensions of student NOS views. Additionally, performance goal orientation and rote learning approaches have a negative relationship with different dimensions of student NOS views.     

The effect of reflective discussions following inquiry‐based laboratory activities on students' views of nature of science

This research investigated the effect of reflective discussions following inquiry‐based laboratory activities on students' views of the tentative, empirical, subjective, and social aspects of nature of science (NOS). Thirty‐eight grade six students from a Lebanese school participated in the study. The study used a pretest–posttest control‐group design and focused on collecting mainly qualitative data. During each laboratory session, students worked in groups of two. Later, experimental group students answered open‐ended questions about NOS then engaged in reflective discussions about NOS. Control group students answered open‐ended questions about the content of the laboratory activities then participated in discussions of results of these activities. Data sources included an open‐ended questionnaire used as pre‐ and posttest, answers to the open‐ended questions that experimental group students answered individually during every session, transcribed videotapes of the reflective discussions of the experimental group, and semi‐structured interviews. Results indicated that explicit and reflective discussions following inquiry‐based laboratory activities enhanced students' views of the target NOS aspects more than implicit inquiry‐based instruction. Moreover, implicit inquiry‐based instruction did not substantially enhance the students' target NOS views. This study also identified five major challenges that students faced in their attempts to change their NOS views. © 2010 Wiley Periodicals, Inc. J Res Sci Teach 47: 1229–1252, 2010     

Primary and secondary school students' attainment of science investigation skills

A practical test instrument was developed to assess students' attainment of skills associated with problem analysis and planning experiments, collecting information, organising and interpreting information, and concluding. Students verbalised their thoughts as they worked on the task and their performance was videotaped for analysis. Data collected from Year 7, 10 and 12 science students illustrate the development of investigation skills and reveal important areas of student weakness. Specialisations: Science teacher education, development of problem-solving expertise, concept development and conceptual change, assessment of laboratory work. Specialisations: Chemistry education, concept development and conceptual change, role of laboratory work.     

理科综合考试与高中化学教学

教育部在 1999年新一轮高考改革方案中提出 :在三年内全国各省市高考科目的设置和内容改革将试行 3+ ｘ,其中 ｘ应包括综合能力测试 ,着重考察学生学科内和学科间的渗透、交叉和综合能力 ,考察理论联系实际、学以致用的能力。综合能力测试目前有两种模式 :广东省和上海市实施的理、化、生、政、史、地六科的大综合 (其中上海又细分为文科使用和理科使用两种模式 )以及山西、吉林、江苏和浙江四省 (以下简称四省 )率先实施的以理化生为理科、政史地为文科的三科小综合 ,随着试点的成功推行 ,3+ ｘ的考试模式将在今后全面推广。因此 ,作为一名…     

Just do it? impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry

The purpose of this study was to explicate the impact of an 8‐week science apprenticeship program on a group of high‐ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10–11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 487–509, 2003     

高中学生学习化学的相异构想初探

学习知识时存在相关的"相异构想"是学习过程中出现思维障碍、形成教学低效率的原因之一.本文就高中学生形成相异构想的原因、对学习科学概念和规律带来的困难以及高中化学教学应采取的策略作一探讨.     

焦虑对高中生化学学习记忆影响的研究

本文运用问卷调查、访谈、观察等方法,探查了焦虑程度对高中生化学学习中记忆的影响.结果表明,焦虑异常会影响记忆的信息量,会导致记忆偏向,焦虑程度不同的学生在化学学习中记忆策略也有差异.     

高中化学教材中男性主义倾向的分析

从知识点选择、知识呈现方式、评价方式和图片形象四个方面对上海现行的高一化学教材中的男性主义倾向进行分析,揭露了教材中的隐性性别歧视,并为科学教育中女性偏少的现象提供一个层面的解释.     

认知方式与高中生化学知识-能力发展关系研究

通过对化学教学观察性的研究和初步的教学实验研究发现：在学习内容上,场独立性学生比依存性学生更善于学习较为抽象的理论知识;在学习能力上,场独立性学生在自学能力、实验设计能力上表现更佳;对教学方式的适应性上,场独立性学生适应能力较强,计算机辅助教学方式不利于场依存性学生的学习。综观研究结果可见：学生的认知方式虽是习惯化的方式,但不是固定化的方式。教师可以针对学生的差异变换教学策略,促进学生的学习。     

Determinants of middle school students' intention to enroll in a high school science course: An application of the theory of reasoned action

The determinants of intentions to enroll in a high school science course were investigated, using the theory of reasoned action, among earth science students enrolled in a middle school located in a middle-income, suburban community in central Texas. The sample consisted of 5 of 14 eighth-grade earth science classes, randomly selected for this study. Classes contained Caucasian and minority students, male and female, of differing science abilities who were grouped according to general academic abilities—basic, average, and gifted and talented. The prediction of behavioral intention of sample participants was tested using four external variables, attitude, and subjective norm (Direct-Full Effects Model), attitude and subjective norm alone (Direct-Reduced Effects Model), and disaggregated data on attitude and subjective norm (Indirect Effects Model). Results of the study revealed attitude and subjective norm to be the sole predictors of behavioral intention for the aggregated data, but to be differentially effective for groups formed on the basis of sex, ethnicity, general ability, and science ability. Evidence is presented to show that the relative contributions of attitude and subjective norm to the prediction of behavioral intention varies among students depending upon their sex, ethnicity, general ability, and science ability. Results of the study are discussed in terms of increasing the enrollment of all students in elective science courses.     

College science majors' perceptions of secondary school science: An exploratory investigation

This investigation collected and analyzed the perceptions of 45 college science majors regarding their formal science experiences in junior high and high school. Data were gathered using a 72-item survey developed by the author and distributed through subjects' college classes. Analysis included a comparison of subjects' responses with the perceptions of young adults not attending college. Results suggested that college science majors (a) generally hold science in higher regard than do noncollegiate young adults, (b) preferred science teachers who were enthusiastic, knowledgeable, friendly, inspirational, and “fun,” and (c) favored science classes that offered laboratory work, teacher demonstrations, projects, and audiovisual materials. Discrepancies were discovered, however, between subjects' preferences and their recollected experiences in science classrooms, especially at the junior high level.     

An analysis of Turkish high school students' metacognition and motivation

Publishing data on individual schools is becoming a common practice in more and more countries. Based on an extensive study of literature and interviews with experts in England, Scotland, The Netherlands, and France, this article reveals that publishing individual school data is not only a contested but also a very complex affair. Different stakeholders may benefit from the availability of individual (comparative) school data under the condition that some prerequisites are met. The publication system must prevent unintended effects from occurring. Additionally, criticisms on existing publication systems should be taken into account. Providing informative, correct, and comparative information is primordial. Value added measurements are explored as a promising approach.     

高中生"化学反应原理"核心概念相异构想的调查与转化

以建构主义学习理论为指导,对高中生"化学反应原理"核心概念的相异构想进行了初步调查,并分析了产生这些相异构想的原因,结合教学实践提出了转化这些相异构想的策略.     

以学生为主体的高中英语阅读有效研究

多年以来的英语教学形成了一个固定的模式,那就是以教师讲授为主的课堂风格,伴随着教育改革的不断推进,过去陈旧的教学模式也不得不进行改变,在这一背景之下,英语教学模式逐渐的向以学生为主体的模式进行转变。在这种新型的教学模式中,老师扮演的是引导的角色。然而从当前的高中英语的阅读教学中却存在着很多不足,笔者将通过对国内高中英语的阅读教学的现状进行研究,提出一些解决方法,     

初中生科学史学习状况的调查与分析

对重庆市初中生的科学史学习现状开展了调查。调查表明,初中生对科学史学习持认同态度,但对科学史学习缺少主动意识;科学家的生平轶事是学生最感兴趣的内容;学生认为学习科学史最主要的作用是提高其学习兴趣;升学的压力和教师对科学史教学的重视程度是影响学生学习科学史的主要因素。提出了教师应充分挖掘科学史的＂渗透＂因素、不断提高自身科学史素养,以及采取多种途径促进学生学习科学史等建议。     

An interpretive examination of high school chemistry teachers' analogical explanations

This article reports an interpretive examination of four teachers' use of analogies to teach chemistry. The study describes why the teachers chose to use analogies, how the characteristics of the analogies employed varied from teacher to teacher, and from where the teachers derived their analogies. These teachers used analogies spontaneously, as well as on a planned basis, to explain abstract chemistry concepts both on a whole-class basis and for individual students who indicated a lack of understanding. The teachers appeared able to ascertain that the students required an alternative representation without overtly seeking evidence to this effect. The presented analogies, especially those that were of the simple-comparison type, appeared to have a motivational impact on the students. Several analogies were extended to map selected attributes, and these were believed by the teachers to be powerful explanatory devices. Pictorial analogies were frequently used to enhance analog familiarity, and further analog explanation was not uncommon, although the frequency with which the teachers stated the presence of analogical limitations was low. The article concludes by suggesting how science teacher education can be informed by case studies of teaching in context, in this instance of analogy-inclusive teaching by four experienced chemistry teachers.     

Third grade African American students' views of the nature of science

This study examined the nature of science (NOS) views of lower elementary grade level students, including their views of scientists. Participants were 23 third‐grade African American students from two Midwest urban settings. A multiple instrument approach using an open‐ended questionnaire, semi‐structured interviews, a modified version of the traditional Draw‐A‐Scientist Test (DAST), and a simple photo eliciting activity, was employed. The study sought to capture not only the students' views of science and scientists, but also their views of themselves as users and producers of science. The findings suggest that the young African American children in this study hold very distinct and often unique views of what science is and how it operates. Included are traditional stereotypical views of scientists consistent with previous research. Additionally, participants expressed excitement and self‐efficacy in describing their own relationship with science, in and outside of their formal classrooms. Implications for teaching and learning NOS as it relates to young children and children of color are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 1–37, 2012