Habits of Mind, Scholarship and Decision Making in Science and Religion

Recent papers have drawn a contrast between habits of mind in science and religion and it has been argued that, because of the different nature of these habits of mind, science education and religious education are necessarily in conflict with each other. The present paper draws on research into habits of mind in science and their relationship with wider scholarly activity and decision making and presents a case that habits of mind in science and religion are much more alike than has been presumed. In contrast to the dogmatic materialism which others have claimed lies behind the practice of modern science a more tentative form of naturalism is advocated in this paper for those who carry out scientific research. Some aspects of the nature of exemplary religious education are pointed out and implications for science education are discussed.     

Linking Science Education to the Workplace

This article examines the issue of linking education in the sciences with the world of work for all students. Traditionally, science teaching has been limited to preparing student for research career in science at the university level. The reform movement in science education is focused on intellectual skills that serve to fortify the human capital of all students and the economic productivity of the nation. The educational issue arises from evolutionary changes that are taking place in the practice of science, the development of a global economy, the nation's entrance into an Information Age, and the changing nature of the workplace. To identify and integrate these factors in the practice of science teaching is the goal of this article.     

The nature of scientific knowledge and student learning: Two longitudinal case studies

This study was designed to investigate the relationship between students' views of the nature of scientific knowledge and their own learning of physics, and the evolution of this relationship over time. Twenty-three students enrolled in a physics course that emphasised laboratory work and discussions about the nature of science. Over a 15-month period, an extensive data base was established including student essays and interviews regarding their views of the nature of science and teaching and learning of physics. As part of an extensive data generation, students read a book on the epistemology of physics, wrote reflective essays, and subsequently discussed the epistemology of physics in class. Two intensive case studies are used to illustrate our understanding of students' views over time. Changes in students' views concerning the nature of scientific knowledge and of the science teaching and learning process, which were not always complementary, are described with the aid of a model. The findings of this research have direct relevance to the planning and implementation of science courses in which the development of understandings of the nature of science is an objective.     

Brain‐Based Learning and Educational Neuroscience: Boundary Work

Much attention has been given to “bridging the gap” between neuroscience and educational practice. In order to gain better understanding of the nature of this gap and of possibilities to enable the linking process, we have taken a boundary perspective on these two fields and the brain‐based learning approach, focusing on boundary‐spanning actors, boundary objects, and boundary work. In 26 semistructured interviews, neuroscientists and education professionals were asked about their perceptions in regard to the gap between science and practice and the role they play in creating, managing, and disrupting this boundary. Neuroscientists and education professionals often hold conflicting views and expectations of both brain‐based learning and of each other. This leads us to argue that there are increased prospects for a neuroscientifically informed learning practice if science and practice work together as equal stakeholders in developing and implementing neuroscience research.     

Developing epistemologically empowered teachers: examining the role of philosophy of chemistry in teacher education

History and philosophy of science have been widely promoted in science teacher education for several decades. However the application of themes from philosophy of science in science teacher education has been rather broad and not particular relative to the domain-specific features of the science in question. The purpose of this paper is to investigate how the new field of philosophy of chemistry can contribute to science teacher education. Since the beginning of the 1990s, philosophy of chemistry has emerged as a relatively new branch of philosophy of science examining the distinctive nature of chemical knowledge. Some implications of this domain in chemical education have been investigated although the research territory in this area remains underdeveloped. The paper is intended to contribute to this area of research by focusing on a particular theme, the microscopic/macroscopic relationship (or the so-called ‘supervenience’ problem) in the context of models and modelling. Literature review of students’ and teachers’ understanding of models and modelling in chemistry highlights the importance of incorporating the epistemological aspects of related chemical concepts. The implications for teacher education are discussed.     

Gender Differences in Science: An Expertise Perspective

The purpose of this paper is to propose a new approach to research on gender differences in science that uses the work on expertise in science as a framework for understanding gender differences. Because gender differences in achievement and participation in the sciences are largest in physics, the focus of this review is on physics. The nature of expertise is first discussed and a framework that focuses on factors that influence the emergence of expertise in physics is presented. This is used to interpret what is known about gender differences in science, particularly physics. Next, the potential contributions of the research on gender differences to our understanding of expertise are discussed. Using what is learned from these two areas of research, recommendations are made for future research examining gender differences in physics. It is suggested that such an approach be used for other areas of science, such as chemistry, where large gender differences in achievement and participation also exist.     

Examining student conceptions of the nature of science

The purpose of this research was to examine pre-college students' understandings of the nature of science and track those beliefs over the course of an academic year. Students' conceptions of the nature of science were examined using a model of the nature of science developed for use in this study. The model has eight tenets which address both the nature of the scientific enterprise and the nature of scientific knowledge. Findings indicate participants held fully formed conceptions of the nature of science consistent with approximately one-half of the premises set out in the model. Students held more complete understandings of the nature of scientific knowledge than the nature of the scientific enterprise. Their conceptions remained mostly unchanged over the year despite their participation in the project-based, hands-on science course. Implications for teaching the nature of science are discussed.     

Models of Micro‐Organisms: Children’s knowledge and understanding of micro‐organisms from 7 to 14 years old

Current approaches to science‐technology‐society (STS) education focus primarily on the controversial socio‐scientific issues that arise from the application of science in modern technology. This paper argues for an interdisciplinary approach to STS education that embraces science, technology, history, and social and cultural studies. By employing a case study of traditional papermaking technology, it investigates how the interactions between technology and science can be explored in an authentic societal and cultural context across a historical time span. The term technology‐society‐science (TSS) is used to represent an alternative approach to linking technology, society, and science that aims to redress the imbalance between science and technology, and to resolve the tension between two diverging goals of STS education. The educational implications of this alternative approach to STS education are discussed.     

Methodological considerations for studying science-in-the-making in educational settings

In this paper we explore the methodological implications of sociocultural approaches for the study of scientific knowledge and practices. Research in science studies and science education is reviewed with a focus on methodological considerations. Informed by empirically-based studies of scientific practices from multiple disciplinary perspectives, we describe our perspective for investigating science education which combines ethnography and discourse analysis. This theoretical position on the discursive nature of the social construction of school science-in-the-making forms the basis for theoretical and methodological critique and discussion. We provide a review of the history of nature of science (NOS) research to trace the methodological influence of Science and Technology Studies in science education. Four methodological issues associated with studying science as cultural practices are discussed: the local and contingent nature of situated definitions of science; theory dependence and coherence of research methodologies; attention to the study of school science-in-the-making; and reflexivity.     

科学知识的客观性及其可能——论约翰·齐曼的自然主义认识论立场

齐曼认为科学是一种自然种类,对它的研究应该采取自然主义的立场。客观性是齐曼科学学研究的核心问题。他通过阐释科学知识的主体际性特征,以及“客观”的涵义,描绘出他所认识的科学的形象。齐曼的自然主义认识论立场打破了自然科学与人文科学的传统划界,祛除了传统遗产赋予科学的“决不犯错”的神性,还科学以本来面目。     

Making biodiversity meaningful through environmental education

Biodiversity is an emerging theme in science, society and, more recently, education. There is no one single definition of biodiversity that is adequate in all situations. Both the knowledge base and the value base of biodiversity are variable and questionable. Because of these characteristics, biodiversity makes for an interesting vehicle for linking science and society, and the investigation of the normative underpinnings of 'science-in-the making'. Based on a 3-year study, this paper explores the crossroads between science education and environmental education and presents a framework for tapping the environmental education potential of biodiversity. Outlined are a number stepping stones for making biodiversity meaningful to learners. It is argued that, from the perspective of environmental education, the illdefined nature of biodiversity is a useful feature. Biodiversity is renewing the discourse on nature conservation issues by bringing together different groups in society that are searching for a common language to discuss nature conservation issues in relation to sustainability issues. The resulting debate allows the socio-scientific dispute character of 'science-in-the-making' to surface. Participation in such a dispute is an excellent opportunity to learn about a highly relevant, controversial, emotionally charged and debatable topic at the crossroads of science, technology and society     

《政策科学》课程教学中关于政策研究认识的几点思考

本文以政策科学思想发展史为线索,通过对有关的政策研究认识的梳理,结合现实案例进行实证分析,提出政策研究的问题中心性与跨学科性、理论与实践统一性、科学与经验统合性以及学者、官员研究的协同性等观点,以期深化初学者和政策研究工作者对政策研究的认识与理解。     

LONG-TERM OUTCOMES OF EARLY CHILDHOOD SCIENCE EDUCATION: INSIGHTS FROM A CROSS-NATIONAL COMPARATIVE CASE STUDY ON CONCEPTUAL UNDERSTANDING OF SCIENCE

The purpose of this research was to explore the long-term outcomes of either participating or not participating in early childhood science education on grade 6 students?? conceptual understanding of science. The research is situated in a conceptual framework that evokes Piagetian developmental levels as both potential curriculum constraints and potential models of efficacy. The research design was a multiple case study of grade 6 children from 3 schools in China (n?=?140) who started formal science education in the third grade and grade 6 children from 3 matched schools in Australia (n?=?105) who started learning science in kindergarten. The students?? understanding was assessed by a science quiz and an in-depth interview. The data showed that participating children from the high socioeconomic schools in China and Australia had similar understandings of science. Divergence between the medium and low socioeconomic schools, however, indicated that the grounding in early childhood science education in Australia may have placed these children at an advantage. Alternative explanations for the divergence, including the nature of classroom instruction in the two countries, are discussed.     

科学技术与人的善恶

科学技术对人的善恶效应是科技与人性论域中的一个重要问题。从科技产生善恶效应的原因和主要表现看,人间的善恶现象自科技来到世间后无疑与科学技术有了关联,但解决善恶问题又绝不能只靠科技,更要通过合理而公正的社会制度的健全和积极的人文精神的培育。     

论教育技术学的知识旨趣

学科理论知识性质的判断是学科研究方法问题讨论的逻辑起点。本文从教育技术学学科发展中出现的问题入手,结合实践哲学关于理论和实践关系的新认识,在理论上揭示出教育技术学要真正确立起桥梁学科的地位,必须着力发展教育的技术知识。对这种技术知识的理解,需要从科学、技术、工程三元划分的视角把握其直接面向实践的现实性。     

Charles Darwin and Evolution: Illustrating Human Aspects of Science

Recently, the nature of science (NOS) has become recognized as an important element within the K-12 science curriculum. Despite differences in the ultimate lists of recommended aspects, a consensus is emerging on what specific NOS elements should be the focus of science instruction and inform textbook writers and curriculum developers. In this article, we suggest a contextualized, explicit approach addressing one core NOS aspect: the human aspects of science that include the domains of creativity, social influences and subjectivity. To illustrate these ideas, we have focused on Charles Darwin, a scientist whose life, work and thought processes were particularly well recorded at the time and analyzed by scholars in the succeeding years. Historical facts are discussed and linked to core NOS ideas. Creativity is illustrated through the analogies between the struggle for existence in human societies and in nature, between artificial and natural selection, and between the division of labor in human societies and in nature. Social influences are represented by Darwin’s aversion of criticism of various kinds and by his response to the methodological requirements of the science of that time. Finally, subjectivity is discussed through Darwin’s development of a unique but incorrect source for the origin of variations within species.     

Drawing Nature of Science in Pre-service Science Teacher Education: Epistemic Insight Through Visual Representations

Developing pre-service science teachers’ epistemic insight remains a challenge, despite decades of research in related bodies of work such as the nature of science (NOS) in science education. While there may be numerous aspects to this problem, one critical element is that the NOS is a meta-concept that demands higher-order cognitive skills. One possible strategy to facilitate pre-service teachers’ understanding of epistemic aspects of science is visualisation. Visual representations of objects and processes can be tools for developing and monitoring understanding. Although the NOS and visualisation literatures have been studied extensively, the intersection of these bodies of literatures has been minimal. Incorporating visual tools on the NOS in teacher education is likely to facilitate teachers’ learning, eventually impacting their students’ learning of the NOS. The objective of this paper is to illustrate how the visual tools of scientific knowledge and practices aspects of the NOS can be integrated in science teacher education in order to develop pre-service teachers’ epistemic insight. The paper presents an empirical study that incorporated visual tools about the NOS in primary science teacher education. Data on 14 pre-service teachers’ are presented along with in-depth case studies of 3 pre-service teachers illustrating the influence of the teacher education intervention. The qualitative analysis of visual representations before and after the intervention as well as verbal data suggests that there was improvement in pre-service teachers’ perceptions of the NOS. Implications for future research on visualisation of the NOS are discussed.     

科学技术的发展与人类解放的进程 ——基于恩格斯《自然辩证法》的新思考

在<自然辩证法>中,恩格斯突破了朴素自然观和形而上学自然观,提出了辩证唯物主义自然观,并揭示了渗透于自然观的辩证联系中的科学技术的发展与人的发展之间的关系问题,由此折射出其科技哲学思想.在对人类解放历史进程的考察中,恩格斯所揭示的科学技术与人的发展之间的关联问题得以确证.而恩格斯之后的学者们在新的历史境遇下对科学技术与人类解放关系所作出的新异阐释,对人类解放理论在西方大传统之下的理论延展具有重要意义.     

Addressing the Nature of Science in Preservice Science Teacher Preparation Programs: Science Educator Perceptions

The nature of science (NOS) has a prominent role among the national science education content standards at all grade levels, K–12. Results from a national survey of collegiate science educators indicate the perception that the greatest contributors to preservice teachers’ understanding of the nature of science were science methods courses, research projects, and science content courses. Implications of findings are discussed, including connections to current research concerning teacher preparation for effective NOS classroom teaching and student learning.The Nature of Science course on the authors’ campus was initiated in the early 1990s, has evolved, and remains in the required core curriculum for preservice chemistry, earth science, and physics teacher candidates. It is the capstone for NOS insights. It adds to and refines impressions garnered implicitly from science content courses, the methods course, and, for some, an undergraduate research experience.     

Pupils Produce their Own Narratives Inspired by the History of Science: Animation Movies Concerning the Geocentric�CHeliocentric Debate

In this paper, we present the design and application of a teaching scenario appropriate for 12-years-old pupils in the primary school aiming to a better understanding of scientific concepts and scientific methods, linking the development of individual thinking with the development of scientific ideas and facilitating a better understanding of the nature of science. The design of the instructional material supporting this scenario has been based on the study of the history of astronomy and especially on: (a) The various theories concerning the movement of Earth, our solar system and the universe. (b) Key-stories highlighting the evolutionary character of scientific knowledge as well as the cultural interrelations of science and society. The design of the teaching scenario has focused on the participation of pupils in gradually evolving discourses and practices encouraging an appreciation of aspects of the nature of science (e.g. the role of observation and hypothesis, the use of evidence, the creation and modification of models). In this case, pupils are asked to produce their own narratives: animation movies concerning the geocentric?Cheliocentric debate inspired by the history of science, as the animation technique presents strong expressional potential and currently has many applications in the field of educational multimedia. The research design of this current case study has been based on the SHINE research model, while data coming from pupils?? animation movies, questionnaires, interviews, worksheets, story-boards and drawings have been studied and analyzed using the GNOSIS research model. Elaborated data coming from our analysis approach reveal the appearance, transformation and evolution of aspects of nature of science appreciated by pupils and presented in their movies. Data analysis shows that during the application pupils gradually consider more and more the existence of multiple answers in scientific questions, appreciate the effect of culture on the way science functions and the way scientists work as well as the effect of new scientific interpretations that replace the old ones in the light of new evidence. The development of pupils?? animation movies carrying aspects of the history of astronomy with a strong focus on the understanding of the nature of science creates a dynamic educational environment that facilitates pupils?? introduction to a demanding teaching content (e.g. planet, model, retrograde motion) placing it in context (key-stories from the history of science) and at the same time offers to pupils the opportunity to engage their personal habits, interests and hobbies in the development of their science movies.