科学课程中的科学史教育与"李约瑟问题"

人们经常说,一个理想的教师,要把一杯水的内容教给学生,自己要有一桶水才行.在理解这种颇有道理的说法时,我们不妨可以这样想,即在那一桶并没有完全倒给学生的"水"中,并不一定全部都是与教学内容完全一致的东西,甚至有些相反的东西,或者与所教的内容虽有联系但却很难在教学中直接传授的东西,但正是这些丰富的储备,才构成一个教师理想的学术背景,才有可能在更广阔的视野中把握所要在课堂中直接教授给学生的内容.     

Hermeneutics and Science Education: The role of history of science

Eger's contribution towards a reapprochment of Hermeneutics, Science and Science Education is very welcome. His focus on the problem of misconceptions is relevant. All the same in our opinion some not minor points need a clarification. We will try to argue that: a) Hermeneutics cannot be reduced to a semantical interpretation of science texts; its phenomenological aspects have to be taken in account. b) Science has an unavoidable historical dimension; original papers and advanced textbooks are the real depositaries of scientific research. Standard textbooks are a caricature not worth it of a hermeneutical analysis. c) A parallelism can be traced between two dicothomies: the lifeworld of hermeneutics and the scienceworld of epistemology on one side and the extraordinary and the normal science on the other. d) For an overcoming of the misconceptions' problem we propose that the previous dicothomies be bridged through a hermeneutical phenomenological approach to science education that stresses the alternative, historical interpretations of natural phenomena.     

A short history of the Science and Mathematics Education Centre at Curtin University

This article is presented in four parts. In the first part, I describe the foundation of the Science and Mathematics Education Centre (SMEC) at Curtin University. In the second part, I explain the development of SMEC’s teaching and research capacity under its three directors. In the third section, I describe how federal government support of SMEC as a national Key Centre for Teaching and Research in School Science and Mathematics provided enhanced postgraduate study opportunities for science and mathematics teachers throughout Australia by offering degree programs through distance education and face-to-face contact, short courses, and seminars. At the same time, research and teaching capacity of the academic staff was enhanced through the internationalisation of the programs being offered. In the final section, I describe current and future developments at SMEC.     

Science education for democratic citizenship through the use of the history of science

Scholars have argued that the history of science might facilitate an understanding of processes of science. Focusing on science education for citizenship and active involvement in debates on socioscientific issues, one might argue that today’s post-academic science differs from academic science in the past, making the history of academic science irrelevant. However, this article argues that, under certain conditions, cases from the history of science should be included in science curricula for democratic participation. One condition is that the concept of processes is broadened to include science–society interactions in a politically sensitive sense. The scope of possibilities of using historical case studies to prepare for citizenship is illustrated by the use of a well-known case from the history of science: Millikan’s and Ehrenhaft’s “Battle over the electron”.     

高中生物学新教材注意加强科学史教育

一直倍受关注的高中生物学新教材 ,经过几轮试验和修订之后 ,目前已基本定型。正在全国十个省(市 )试用的必修教材的试验修订本 ,的确令人耳目一新。新教材有许多值得称道的新变化 ,这里仅就其中有关科学史内容方面的变化 ,谈点学习心得。1　教材增加了科学史方面的内容新教材比较注意对生物学史方面内容的选取 ,不仅被提到的生物学家的名字有 30个左右 ,而且对他们的工作特别是一些重要的生物学发现都有适当的说明介绍。下面略举几例加以说明 :例一 :新教材在《绪论》中 ,以较大的篇幅简明扼要地介绍了生物科学发展史中的几个主要阶段及其…     

发展科学教育 培育科学文化

中国的科学教育已走过百年历程,起到了十分重要的教育作用。但总的来说,我国的科学文化还很不发达,科学教育程度不够。为了改变这一现状,我们需要从三个方面进行努力:第一,全面理解科学教育,树立正确的科学价值观;第二,培育积极完整的科学文化;第三,创造和谐、自由的科研环境。     

历史学与高校历史教学的若干思考

本文通过历史与现实需要、史学科学化、高校历史教学三方面的思考,提出在新的时代背景下,要用新的角度去探究历史中的精神思维模式和价值,高校历史教学也应与时俱进地把握历史学本身的特点。     

Philosophy of Science and School Science

The purpose of professional education programs is to prepare aspiring professionals for the challenges of practice within a particular profession. These programs typically seek to ensure the acquisition of necessary knowledge and skills, as well as providing opportunities for their application. While not denying the importance of knowledge and skills, this paper reconfigures professional education as a process of becoming. Learning to become a professional involves not only what we know and can do, but also who we are (becoming). It involves integration of knowing, acting, and being in the form of professional ways of being that unfold over time. When a professional education program focuses on the acquisition and application of knowledge and skills, it falls short of facilitating their integration into professional ways of being. In addition, through such a focus on epistemology (or theory of knowing), ontology (or theory of being) is overlooked. This paper explores what it means to develop professional ways of being where the focus is becoming, not simply knowing as an end in itself.     

At the interface: academic history,school history and the philosophy of history

How history is learnt and taught must to some extent be shaped by conceptions of what history is. Historians tend to conceptualize what something is by investigating what it has been and what it has meant in different contexts. This article explains how a debate in the philosophy of history between positivism and intentionalism provided the context for history to be defined as a distinct school subject. It traces the epistemological underpinnings of history pedagogy over the past century, illuminating the close relationship between attempts in the philosophy of history to defend history’s disciplinary autonomy and the formulation of a disciplinary model of school history education. Eschewing a one-way account from the philosophy of history to the school history classroom, it attributes the interest of leading history educationalists to use philosophical analyses of history to an educational paradigm eager to distil the disciplinary essence of the school subjects. At the interface of academic history, school history and the philosophy of history, it describes a process whereby these separate threads became part of a common fabric, shaping conceptions of what it means and what it takes to be educated in history.     

科学、科学文化和科学教育

要搞好科学教育,需要拓宽视野,深化认识,提升境界,减少盲目性。为此,要弄清科学的内涵、关注科学内涵的发展;要摒充狭隘的还原主义科学观,从多种角度揭示科学的内涵、本质并加以综合;要注意挖掘现代科学的文化内涵,认识它对有效培养学生科学素养的作用,重视科学文化的教育价值并用来指引科学教育的改革,不能简单地采用"科学 人文"的方式;还要抓住重点,妥善处理好科学文化各要素之间的关系。     

历史三分法与中国历史哲学

中国传统学术的视阈显示,中国历史上对“历史”有一种三分法,即史事、史文、史义。史义即中国的历史哲学;史义包含“历史之大义”与“吾心之精义”两部分内容,史义与西方历史哲学的重大差异在于:前者与史事、史文三位一体不可分割,又以史义为体、史事为用,以史文传事载义,而后者是于史事、史文之外的注重对历史反思与批判的以期资治育人的哲学。