基于STS教育的大学生创新能力培养研究

培养大学生的创新能力是知识经济时代对高等教育提出的基本要求,将STS教育同大学生创新能力培养相结合,是发展我国高等教育的一个重要途径.文章在详细介绍了STS和STS教育后,阐述了将STS教育和培养大学生创新能力相结合的重要意义,并对如何基于STS教育培养大学生的创新能力提出了自己的见解.     

STS教育及其在大学物理教学中的渗透策略

关于科学、技术和社会三者关系的教育就是STS教育.要将STS教育渗透到大学物理教学中去,就必须充分了解STS教育产生和发展的社会历史背景.然后制定切实可行的教学策略.     

高师乡土地理教学与STS教育的整合研究

关于科学、技术和社会三者关系的教育就是STS教育.将＂STS教育＂渗透到乡土地理教学环节中,是一种全新的模式和框架,是培养复合型、高素质、创新型大学生的一种有效途径.本文提出了乡土地理教学的STS教育目标体系以及STS教育观的渗透策略.     

论STS教育的特点

本文在阐述STS及STS教育的基础上,依据科学技术的现代发展,按照当代教育理论,深入剖析了STS教育的特点:STS教育不仅反映了当代科学的思维方式,即系统综合、开放动态、发展的思维方式;而且体现了教育以人为本、情景体验、强调对话交流为核心的建构主义教学理论.     

融入STS教育理念的机器人教学探索

机器人技术的迅速发展和机器人应用的不断深入,对机器人教育提出了新的需求.STS(科学、技术、社会)教育强调科学、技术与社会之间的互动关系,保持学科知识结构与理解三者关系之间的必要张力,体现了对现实世界的全面理解.从对机器人教育各个要素的分析可见,把对机器人教育问题的研究放置于STS教育视野下,并且将STS教育理念融入于机器人教学过程中是十分有意义的.本文以STS教育思想为架构,以中小学机器人教育为例,从教学目标、教学内容、教学策略、教学评价上对如何在机器人教学中融入STS教育理念进行了探索与设计.     

再论STS教育的后现代性

基于对后现代主义教育主张的理解,STS教育在多层面上体现出后现代性:STS教育的产生与发展蕴含着后现代性;STS教育追求主体个性的发展,在课程内容上强调开放、多元,在教学中关注"对话"与交往,这些都显现出了STS教育的后现代性.     

基于STS教育理念下的高职《中小型企业网站开发》课程包研究

鉴于STS教育的产生背景、内涵与高职课程的高度吻合,介绍STS教育在课程目标、内容、结构、评价方面的特点,分析STS教育理念下的高职《中小型企业网站开发》课程包教学在目标、内容、结构、模式、评价体系等方面的情况,论证基于STS教育理念下制定适合中国发展的教学模式是可行的.     

STS和中学数学教育的改革

突出科学、技术与社会的相互关系和科学技术在社会生产、生活和发展中的应用是STS教育的基本特征。受STS教育的启发,本文认为我国的数学教育应倾向实际应用和解决问题,应注意培养学生正确的科学价值观。为更好地推动中学数学教育中的STS实验研究,目前应着手编出渗透STS教育的数学课程计划,增设STS课程选修课,把STS导入青少年课外科技活动,增加STS教育的理论宣传。     

从STS教育入手培养学生的学习兴趣

物理教学中的STS教育是课改的切入点之一,通过STS教育激发学生学习兴趣,培养其勤于观察、善于观察和乐于动手操作,勇于探究的科学习惯,为今后发展奠定基础.     

新课程标准下中学物理教学中的STS教育

新课程标准下的物理课程体现了物理自身及其与文化、经济和社会互动的时代要求即STS要求,其目标是提高学生科学素养、促进学生的全面发展.所以本文通过对选取合适的STS教育内容,开展渗透STS教育的课堂教学进行了讨论,展现了全面实施素质教育,促进以科学素养发展为核心的教育改革的必要性.     

科学教育中的STS研究与实践

STS教育是融科技与人文意识为一体的素质教育,现已成为培养科学素养、技术素养必不可少的组成部分。本文通过介绍在科学教育专业中设置STS课程,并结合实际教学工作阐述了在STS教学中的几点做法,最后提出了STS教育实践中的一些问题。     

Changes in Attitudes Towards Science–Technology–Society of Pre-service Science Teachers

This research focuses on use of a triadic teaching approach in a science–technology–society (STS) course designed for future science teachers for middle schools in Turkey. Forty-three pre-service science teachers were enrolled in a semester-long course organized around issues students identified and used throughout the semester. The triadic teaching approach includes library-online searches that lead the students to design and conduct investigations, to carrying out mini-scientific symposia, and to preparing and conducting poster presentations open to the entire student body and faculty. The results of a 30-item Likert scale, administered to the students as a pretest and a posttest, indicated that there were significant increases in positive attitudes towards STS issues from the beginning to the end of the study. Individual interviews were also conducted with the students to determine the individual effects of each component of the triadic teaching approach on their attitudes towards STS issues. All aspects of the new approach provided significant contributions to the development of more positive attitudes among the students towards STS via interviews and on all sub-scales of a survey administered that include: (1) pupil interest in STS issues; (2) teacher interest in STS issues; (3) general perceptions regarding importance of STS issues.

STS课程:类型、特征及改革走向

STS课程是当代西方科学教育改革的产物,它的出现折射出复杂的社会背景和科学教育观念的根本转型。作为综合课程的一种具体表现形式,STS课程可以划分为三种主要的类型:以科学概念和原理等基本知识为主导的STS课程、科学知识和社会问题交融的STS课程和以社会问题为主导的STS课程。课程内容的综合性、课程目标的多元性、课程实施的灵活性等是STS课程的基本特征,它预示了当代科学教育改革的一些走向,如强化科学教育的价值维度,摒弃科学教育的精英主义传统,从注重"知识体系"到注重"探究过程"以及关注科学伦理道德,等等。     

中学生物教学中对STS教育模式的探索

STS教育越来越受到中学理科教育的重视，在中学生物教学中实施STS教育采用了STS思想渗透教育模式，开设专题STS教育课程的模式，以课外活动为辅助的STS教育模式，实验证明，以上模式是有效的。     

An investigation of the semantic meaning assigned to concepts affiliated with sts education and of STS instructional practices among a sample of exemplary science teachers

The semantic meaning assigned to concepts associated with science-technology-society (STS) education, the percentage of science course time allotted to STS instruction, the categories of STS issues infused into sciences courses, and the instructional procedures used to do so, were examined among a sample of 65 exemplary secondary-level science teachers. The teachers were volunteers from the 87 science teachers from a Midwestern state locally nominated for the Presidential Awards Program. Data were collected using the Science Teaching Issue Opinionnaire (STIO) and a questionnaire, both developed and validated by the investigator. The STIO used a semantic differential format; it was composed of 23 STS education affiliated concepts (e.g., science; technology; students' need to understand the interrelationships among science, technology, and society; my ability to teach …), each followed by 13 seven-point bipolar adjective scales (alpha reliability = 0.97). The instruments were distributed and returned by mail. The exemplary science teachers were found to hold positive opinions of (1) science, (2) technology, (3) their understanding of science, and (4) their ability to teach science. The teachers expressed slightly positive opinions of (1) students' understanding of STS, (2) students' need to understand STS, (3) their own understanding of STS interrelationships, and (4) their ability to teach STS. The teachers suggested that 15% of secondary science course instructional time be dedicated to STS, but did not appear to dedicate near that amount of time to STS. “Pollution” headed a brief and rather predictable list of STS issues infused into science courses. On average a teacher infused 2.5 STS issues into a science course. The discussion, lecture, and a combination of these dominated the list of 35 instructional procedures which are not unique to or necessarily appropriate for STS instruction.     

The Impact of a Science/Technology/Society Teaching Approach on Student Learning in Five Domains

The purpose of the study was to examine the effectiveness of the Chautauqua Professional Development Program in terms of the mastery of basic science concepts, understanding major science processes, use of creativity skills, improvement of student attitudes toward science, and the ability to apply science concepts and processes in new situations. Participants included twelve teachers who agreed to participate in an experimental study where Science, Technology, and Society (STS) strategies were utilized with two class sections where in one class the teacher determined the course structure and the form of instruction that was typically used. Conversely, the experimental class was almost exclusively student-centered. A total of twenty-four sections of students were in STS sections (365 students) and a similar number in control sections (359 students).The data collected were analyzed using quantitative methods. The results were tabulated and contrasted for students enrolled in the two sections for all the teachers. The results indicate that students in the student-centered STS sections achieved significantly better than students in the teacher-directed STS sections in terms of understanding and use of process skills, use of creativity skills, development of more positive attitudes; and the ability to apply science concepts in new contexts. However, there were no significant differences noted with respect to mastery of basic science concepts. Apparently student-centered STS approaches result in students with conceptual understandings but it is no better than the situation where teachers guide and direct inquiry STS approaches which focus much more exclusively on specific concepts and their definitions.     

STS“爱我江河”校本课程活动学习包设计

以“爱我江河”为主题,旨在研究STS课程作为校本课程的优势。课程学习包的制作是课题研究的重要成果,具有实践性、推广性和创新性。课题从学习的内容选择和教学方式及评价手段三个方面构建平台让学生积极互动、共同发展,注重培养学生的独立性和自主性的研究。课题通过三个阶段实施进行：跨学科知识的补充学习和资料收集;通过师生互动,整理收集学生作品和教学课件;学习包的整理和完善。契合了新课程改革目标,通过课程作业的汇报、展示、课题研究报告、活动调查、考察活动小结、摄影作品展览等多元化评价方式,使每位学生都能得到充分的发展,展示自己的独特才能,让他们在不同的环节中发挥自己的潜能。     

STS研究及其学科范式建构初探

建构学科范式是当代各学科发展的趋势和成熟标志.本文对STS学科的发展、范式理论及其学术意义等理论问题进行了阐述,并就STS学科范式的建构提出了自己的看法,以增强问题意识、学科意识,推动STS学科的进一步发展.     

The effect of a ‘Science,Technology and Society’ course on prospective teachers’ conceptions of the nature of science

The aim of this study is to assess prospective teachers’ views of some aspects of the nature of science (NOS) and the effects of a “Science, Technology and Society” (STS) course embedded with scientific investigation (SI) on these views. A questionnaire consisting of 13 items was given to 212 prospective teachers enrolled in a STS course before and after teaching. During the semester, participants were engaged in a specially designed pilot SI combined with explicit NOS instruction. Majority of the participants held traditional views of the target NOS aspects at beginning of the study. After the course there were significant changes in the conceptions of prospective teachers in majority target aspects of NOS as the results of a Sign test indicate. We suggest that the more suitable SI, performed in an active learning environment, related to target aspects of NOS must be selected to develop the more constructivist views about the NOS.     

STS 教育在基础物理新课程中的体现

STS 教育是近年来各国科学教育改革中形成的一种新的科学教育构想, 在中学物理教学中体现STS教育思想也是新课程标准的理念。本文简要介绍STS 教育的概况及其相关理论, 分析STS 教育思想在物理课程标准和新教材中的体现, 着重研究STS 教育与中学物理新课程的关系。