社会性科学议题情境中科学本质教学——以转基因作物为例

为帮助学生认识科学本质,可以运用转基因作物这一社会性科学议题,并根据2011年版义务教育初中科学课程标准关于科学本质教学的目标、建议、意义,将科学本质教学和科学知识、科学探究教学等融合在一起。     

Understanding Inquiry Science Teaching in Context: A Case Study of an Elementary Teacher

Journal of Science Teacher Education -     

Scientific Controversies in Teaching Science: The Case of Volta

This paper discusses a way of introducing ascientific controversy, which emphasizes objectiveaspects of such issues as multiple theoreticalinterpretation of phenomena, choosing a theory,insistence on the chosen theory, and others. The goalis to give students a better insight into the workingsof science and provide guidelines for buildingtheories in their own research.     

History of Science as an Instructional Context: Student Learning in Genetics and Nature of Science

This study (1) explores the effectiveness of the contextualized history of science on student learning of nature of science (NOS) and genetics content knowledge (GCK), especially interrelationships among various genetics concepts, in high school biology classrooms; (2) provides an exemplar for teachers on how to utilize history of science in genetics instruction; and (3) suggests a modified concept mapping assessment tool for both NOS and GCK. A quasi-experimental control group research design was utilized with pretests, posttests, and delayed posttests, combining qualitative data and quantitative data. The experimental group was taught with historical curricular lessons, while the control group was taught with non-historical curricular lessons. The results indicated that students in the experimental group developed better understanding in targeted aspects of NOS immediately after the intervention and retained their learning 2 months after the intervention. Both groups developed similar genetics knowledge in the posttest, and revealed a slight decay in their understanding in the delayed posttest.     

案例教学法在法学教学中的运用

案例教学法作为法学教学改革中一项重要的教学方法，与传统教学方法比较具有明显优势，因而，有必要从编写教学案例、选择教学案例、把握案例教学过程等方面来探讨如何在法学教学中引入案例教学方法。     

Teaching Physics to In-Service Primary School Teachers in the Context of the History of Science: The Case of Falling Bodies

Our paper presents an in-service primary school teachers’ training program which is based on the idea that the history of science can play a vital role in promoting the learning of physics. This training program has been developed in the context of Comenius 2.1 which is a European Union program. This program that we have developed in the University of Athens is based on socioconstructivist and sociocultural learning principles with the intention of helping teachers to appropriate the basic knowledge on the issue of falling bodies. Moreover, it has the aim to make explicit through the exploitation of authentic historical science events, on the above topic (Aristotle’s, Galileo’s and Newton’s theories on falling bodies) the Nature of Science (NoS), the Nature of Learning (NoL) and the Nature of Teaching (NoT). During the implementation of the program we have used a variety of teaching strategies (e.g. group work, making of posters, making of concept maps, simulations) that utilize historical scientific materials on the issue of falling bodies.

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科学文本研究中篇际语境分析的本质和特征

篇际语境分析具有语境化、修辞性和文本性等主要特征,它强调对科学文本自身及其相关的篇际语境进行探讨,能够从文本之间关系角度加深对科学文本的理解,较为全面地把握科学文本所处的篇际语境以及系统地分析其修辞的使用,对科学文本的解读会更清晰。     

The Minnesota Case Study Collection: New Historical Inquiry Case Studies for Nature of Science Education

The new Minnesota Case Study Collection is profiled, along with other examples. They complement the work of the HIPST Project in illustrating the aims of: (1) historically informed inquiry learning that fosters explicit NOS reflection, and (2) engagement with faithfully rendered samples of Whole Science.     

Relationship between Instructional Context and Views of Nature of Science

The study investigated the relationship between instructional context (integrated and non‐integrated) that explicitly teaches about nature of science (NOS) and students’ view of NOS across different disciplines. Participants were three teachers and their students, which comprised six classes of 89 ninth‐graders and 40 10th/11th‐graders. Each teacher taught two intact sections of the same grade level within a specific science discipline. The treatment for all groups involved teaching a 5–6 week unit that included the science content and NOS. The two intact groups learned about same content; the only difference was the context of NOS instruction (integrated or non‐integrated). An open‐ended questionnaire, followed by interviews, was used to assess change in participants’ views. Results showed improvement in students’ NOS views regardless of whether NOS instruction was embedded within the content. Therefore, it was not possible to make claims about whether one instructional context is more effective than another in general terms.     

小学科学教学要走进自然

科学教育的主要教学目标应该放在培养小学生的好奇心上。这一要求明确地指明了科学教学除了课本和课堂教学的第三种教学方式——走到大自然中进行学习。因此,小学科学教学应该和自然紧密结合,帮助学生认识到自身和大自然以及我们所生活的社会之间所存在的关联,最终实现学有所用。     

科学本质的观点、内涵与教学

使学生认识科学的本质,并把它作为科学教育的重要目标,已成为国内外科学教育改革的趋势.文章论述了科学本质的观点、内涵与教学.     

论科学划界的标准

在科学划界问题上,库恩用科学史的实例使人们认识到逻辑主义的科学划界的绝对标准之谬误;主张一个研究领域出现了范式是这个领域成为科学的充要条件,开创了历史主义的相对标准观。把这种相对主义推向极致,就导致费耶阿本德、劳丹、罗蒂等人的反对科学划界的标准消解观。相对标准观不能把占星术等从科学中排除出去,消解观和拉卡托斯的科学研究纲领方法论都让伪科学有生存的借口。之后的多元标准观越来越复杂,但未能给出令人满意的科学划界。本文把可证伪性、实质普遍性、一致性和超余内容性等巧妙地结合在一起,给出了一个规范性的对科学的定义。这个划界标准既是逻辑的、又是历史的,能够排除形而上学和伪科学,也能得出人们以为科学通常都具有的各种特性。     

Aristotelian Physics in the Context of Teaching Science: A Historical-Philosophical Approach

Nowadays in the community of researchers there is a practically unanimous consensus about the relevance of the history of science to the educational process. In this context, Aristotelian physics was rediscovered and reassessed for didactic purposes. But unfortunately, it is very often presented in a rather fragmentary and oversimplified way that distorts the true meaning of Aristotelian concepts. Facing this problem, the purpose of the present paper is to point out some blunders that originate in the partial reading of Aristotle's work. Particularly, it intends to contribute to the following points: (i) to warn against a hurried identification of pre-scientific notions and Aristotelian physical concepts; (ii) to promote an epistemologically not naïve and historiographically not anachronic interpretation of Aristotle's work on physics, both in the theoretical and in the methodological aspects; (iii) to warn against the interpretative confusion that arises from projecting the conceptual frame of contemporary science on Aristotelian physics, ignoring Aristotle's natural philosophy as a whole; (iv) to show the need of understanding the metaphysical foundations of the Aristotelian system; (v) to promote a return to the reading of the original texts.     

“正确划分各种费用界限”问题的课堂教学

以成本管理中正确划分各种费用界限为例，阐明了教师应引导学生将已学理论知识运用到工作当中，以达到培养学生创新能力之目的。     

The Role of Informal Support Networks in Teaching the Nature of Science

This study reports the participation of 13 secondary science teachers in informal support networks and how that participation was associated with their nature of science (NOS) teaching practices 2 to 5 years after having graduated from the same science teacher education program. The nine teachers who participated in informal support networks taught the NOS at high/medium levels, while the four non-participating teachers taught the NOS at low levels. The nine high/medium NOS implementation teachers credited the informal support networks for maintaining/heightening their sense of responsibility for teaching NOS and for helping them navigate institutional constraints that impede effective NOS instruction. Several high/medium NOS instruction implementers initially struggled to autonomously frame and resolve the complexities experienced in schools and thus drew from the support networks to engage in more sophisticated forms of teacher decision-making. In contrast, the NOS pedagogical decisions of the four teachers not participating in support networks were governed primarily by the expectations and constraints experienced in their schools. Implications of this study include the need for reconsidering the structure of teacher mentorship programs to ensure they do not promote archaic science teaching practices that are at odds with reform efforts in science education.

     

Teaching the Nature of Science in Physics Courses: The Contribution of Classroom Historical Inquiries

Physics and chemistry programs at the secondary school level in France recommend introducing components of the history of science (HS). Emphasis is placed on a ‘cultural’ dimension, which is poorly defined but essentially refers to elements of epistemological nature. Moreover, the few examples of activities based on HS suggested by the programs and science textbooks are means to learn scientific content and convey a reductive and false image of the nature of science (NoS). Our main issue is to examine the possibility to communicate a more authentic image of NoS with HS. We begin by demonstrating how our historical and epistemological analysis led us to distinguish different learning goals about NoS. We then show how these goals can generate classroom activities involving collective inquiry based on the implementation of documents. These documents may or may not be paired with experiments. Finally, we discuss the tensions that our choices created with science curricula and among teachers.     

Nature和Science论文在大气科学专业英语课程教学中的使用

专业科技文献阅读能力的培养是大气科学专业英语课程的一个重要教学内容。该作者在大气科学专业英语课程教学过程中选用Nature和Science论文作为阅读材料的教学实践经验。选取的文献资料聚焦大气科学科技发展动态和前沿热点问题,适合作为课堂教学的专业阅读材料,在实际教学中取得了较好的教学效果。希望在大气科学专业英语课程专业阅读材料的选用方面提供一些有益的实践经验,以供相关教育工作者在该课程教学中借鉴和参考。     

A Case Study of Elementary Science Teaching as Mediated Action: Transformations of Context,Meaning, and Action

The research described in this article is a case study of a fifth grade teacher's (Melissa) efforts to construct a teaching and learning environment within her science teaching. Qualitative research methods were used to examine and analyze Melissa's science teaching practice. Drawing from socio-cultural theories, I argue that her teaching and learning environment was constructed as a form of mediated action through which she articulated and transformed the context, meaning, and action of her science teaching. In particular, she forged links between a number of factors, such as historically recognizable forms of pedagogy, perceptions of her students' socio-economic positions, knowledge of appropriate science teaching, and her experiences in a preservice teacher education program. Through her pedagogical work, the teaching and learning environment was articulated into a complex network of meanings, physical spaces, and concrete actions in which each element transformed the other. I suggest that mediated action is a form of transformation that constitutes context, meaning, and action into a dynamic and constantly-shifting teaching and learning environment. This revised version was published online in August 2006 with corrections to the Cover Date.     

Teaching and Learning Nature of Science in Elementary Classrooms

Science & Education - Our goal in this article is to provide research-based strategies for embedding Nature of Science (NOS) into science instruction at the elementary level. We thus intend to...