科学教育的现状及科学教育研究的意义

中国科学院院长路甬祥先生，于2000年6月10日在北京科学会党提出了在国内开展科学教育研究与实施的问题，引起了国内教育界，科技界的广泛关注，本在借鉴国外科学教育研究和实施经验的基础上，结合我国的科技发展水平，依据我国基础教育的实际，对我国开展科学教育的目的，意义进行探讨，意在为实施科学教育探寻理论基础。     

台湾中小学的理科教育

本对台湾中小学教育的现状、理科课程、理科教学、师资等情况作了概括性介绍，也表达了作的基本认识。     

从环境科学看人文教育与科学教育的融合

很高兴参加这次人文教育与科学教育的融合高级研讨会.从环境保护科学研究的角度看,我认为在自然科学教育中,人文教育的重要意义怎么评价都不过分,其原因是:第一,一个好的科学家,一个好的工程师,必须首先是一个好人,必须首先是一个道德品质优秀,有为人民服务的奉献精神的高尚的人;第二,每一项科学和技术,都具很深厚的文化内涵;第三,科学技术将因为人文科学的融合而生动美丽.     

The art and science of education

This is the third of four essays discussing John Dewey's short essay, ‘Education as engineering’, placing the essay into its historical context while also hinting at contemporary connections. This essay aims to show that one must not take the term ‘engineering’ in a narrow, technical sense. Dewey was concerned with how the beliefs and values of unreflective, customary thinking about education not only controls and limits and serious educational reform, but also the patterns of educational research carryied out. Because all inquiry is theory and value‐laden, ‘objectivity’ in educational research depends on acknowledging the beliefs and values that are assumed in inquiry.     

The application of science education theories

This article addresses the question of what bearing the nature of educational theories has on their application to practice. More specifically, attention is focused on the application of normative goal-directed theories of science education. An account of normative goal-directed theories and of their application is presented. This account highlights the constituent elements and structures that should be found in a normative goal-directed educational theory. A particular version of the science education theory of constructivism is then examined to determine what elements and structures are found in it, and, as a result, what can be said about this theory and its application. Finally, a series of implications are drawn for the general problem of applying science education theories. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 977–1005, 1997.     

The republic of science education research

Conclusion In this paper I have tried to examine the possibility of a free and independent republic of science education in which all are committed to the pursuit of truth, freedom, quality and equality. The task will undoubtedly be a difficult one, given the constraints and the external forces which are likely to keep us in the wilderness. But the way to the promised land is, I believe, to develop individually and collectively, a commitment to questioning the justice as well as the effectiveness of what we are doing. To count as science education research, the work we do must contribute to the education of teachers. It must help sensitize teachers to the nature of the problems which confront them. It must help them to make professional judgments about what is justifiable, feasible and worth trying, given what we know of the effects of different strategies. And it must contribute to the development and refinement of the common-sense knowledge and pedagogical theories by means of which science educators make sense of the phenomena of science education and which guide their actions.     

The philosophical basis of observation in science and science education

Observation plays a fundamental role in scientific investigation. Scientific observation sometimes involves relatively simple activities requiring little preparation and unsophisticated interpretation. At other times, however, scientific observation is an extremely complex activity, indeed among the most challenging enterprises in which human beings engage. The science education field typically portrays only that segment of scientific observation at the simple end of this spectrum. In doing this, there is a risk that students will acquire a distorted image of scientific observation, and develop observational skills which are not at all adequate for the role which observation plays in science. An alternative account of observation in science is presented and its implications for science teaching are discussed.     

Globalisation and science education: Rethinking science education reforms

Like Lemke (J Res Sci Teach 38:296–316, 2001), I believe that science education has not looked enough at the impact of the changing theoretical and global landscape by which it is produced and shaped. Lemke makes a sound argument for science education to look beyond its own discourses toward those like cultural studies and politics, and to which I would add globalisation theory and relevant educational studies. Hence, in this study I draw together a range of investigations to argue that globalisation is indeed implicated in the discourses of science education, even if it remains underacknowledged and undertheorized. Establishing this relationship is important because it provides different frames of reference from which to investigate many of science education's current concerns, including those new forces that now have a direct impact on science classrooms. For example, one important question to investigate is the degree to which current science education improvement discourses are the consequences of quality research into science teaching and learning, or represent national and local responses to global economic restructuring and the imperatives of the supranational institutions that are largely beyond the control of science education. Developing globalisation as a theoretical construct to help formulate new questions and methods to examine these questions can provide science education with opportunities to expand the conceptual and analytical frameworks of much of its present and future scholarship. © 2005 Wiley‐Liss, Inc.     

知识教育：现象学教育学的检视

现象学教育学摒弃先在的理论成见和抽象的形而上学，倾注于个体真实的生活世界，力图发现教育的“意义”之所在。这样的探究理路，为我们认识知识教育提供了一种新的可能，为我们在知识教育实践中摆脱无休止的理论吵闹和纷争，重新找回生命的本真提供了新思路。在现象学教育学的视野中，不仅知识教育的生活面貌得以恢复，而且知识教育的根本使命也得以再认和申明。     

从脑科学的角度看科学教育的本质

非常感谢对我的邀请。能在长春与各位学者见面交谈感到不胜荣幸。我在日本大分大学所从事的专业是理科教育学科。主要是培养从事理科教育的老师。该学科由物理学、化学、生物学、地理学和理科教育学共5个科目构成。在中国理科教育学这一学科也许是新概念吧。对这样的学科来说如何使学生有效地掌握科学内容与科学方法是一个庞大的研究课题。为此 ,在我的研究室里以人的生理反应为指标验证教育效果从而进行各种各样的实验。具体一点说就是以脑电波以及皮肤电阻变化所进行的学习过程的研究。从另一角度来说 ,就是运用脑科学知识探索应该如何进…     

乡土乌托邦的破毁与重建——读解《边城》

对现实的深刻焦虑和对理想人性的追寻并存于沈从文的小说《边城》中.焦虑使他不能不将作品的故事处理为悲剧的结局,将这座人性的小庙破毁;而追寻则使他竭力将“边城”理想化,使其成为具有中国乡土特色的伦理乌托邦.     

The particulate nature of matter in science education and in science

This article addresses ideas about the particulate nature of matter that are considered to be correct or acceptable in science education and studies of children's misconceptions. It argues that science teachers and educators use educational as well as scientific criteria for correctness, and that these criteria do not always coincide. Relations between the particulate nature of matter in science and science education are analyzed in an attempt to make more intelligible children's inclination to attribute all kinds of macroscopic properties to particles. © 1996 John Wiley & Sons, Inc.     

从科学的本质看科学教育的发展趋势

科学本质上是一种大科学,它包括科学知识、科学活动及其与社会的关系。大科学观决定了科学教育应从分科走向综合。科学教育的综合不仅是自然学科内部、自然学科之间的综合,还应包括与人文、社会学科之间的综合,实际的综合程度则应视具体情况而定。     

对科学文化和科学教育的思考——兼谈素质教育的几个问题

“科学求真 ,人文求善” ,“科学教人做事 ,人文教人做人”的二分观点值得商榷 ,传统的事实价值二分模式和主客二分模式是其理论渊源。科学作为一种文化 ,不仅求真而且求善求美。对真善美的追求是科学文化的价值内蕴。科学在本质上是人文的 ,这是科学文化与人文文化“和而不同”的根基。缺乏完整的科学文化观和科学教育观 ,是科学教育最大的不足。完整的科学教育应当并且能够既教人做事也教人做人。要充分挖掘科学文化蕴含的人文价值来教育人 ,关键在于教师要提高自身的科学文化素养     

Uses of cognitive science to science education

The paper looks for common ground between cognitive science and science education starting from historical roots. Topics critically scrutinized are: representation of knowledge with applications of the schema and frame concept to physics education centering around the hierarchical structure of knowledge, the qualitative-quantitative distinction, the declarative-procedural distinction, and the semantic-episodic distinction; the uses of network versus production system representations, stressing the distinction between outward and inward representation which is often neglected; a short discussion of the likewise often forgotten index and reference issue.The paper has been presented to the ATEE Symposium on Implications of Cognitive Science for the Education of Science Teachers IPN (Kiel) 29.–30.08.1985.     

Modernizing science education

This article is focused on changes taking place in the teaching of science as part of general education. Over the past century a host of changes in the nature and practice of science have served to make outmoded the science curricula now found in school textbooks. Past and present reform efforts have been limited to updating traditional subject matter, which is not adequate for life and living in today's world. A new framework is required for a general education in science, one that is student centered and up‐to‐date on the nature of science technology. As stated in the Science Bulletin ( 2000 ), “Science and technology have become the driving force for mankind's quest for a better society” (p. 1). The new science curriculum also should be focused on the utilization of science technology for public welfare and human benefit. © 2002 John Wiley & Sons, Inc. J Res Sci Teach 39: 3–9, 2002