Critical Thinking and Science Education

It is widely held that developing critical thinking is one of thegoals of science education. Although there is much valuable work in the area, the field lacksa coherent and defensible conception of critical thinking. As a result, many efforts to foster criticalthinking in science rest on misconceptions about the nature of critical thinking. This paper examines some of themisconceptions, in particular the characterization of critical thinking in terms of processes orskills and the separation of critical thinking and knowledge. It offers a more philosophically sound and justifiableconception of critical thinking, and demonstrates how this conception could be used to ground scienceeducation practice.     

基于批判性思维的信息素养教育

批判性思维在信息素养中有着极其重要的作用,这种作用表现为分析与评价信息的清晰性与正确性、准确性与相关性、广度与深度、含义与重要性以及信息的道德合法使用等,并最终做出指导信仰与行动的判断.因此培养学生信息素养的一个关键是发展他们的批判性思维,向每一个学生提供的应该是基于批判性思维的信息素养教育,这种教育促使学生把批判性思维应用到他们熟悉与关切的现实生活中去.     

现代物理教育应大力培养学生科学思维方法

高中物理教学实施素质教育的目标是培养具有较高的科学素养的人才,主要体现在培养多方面的能力上,比如观察和实验能力,归纳和演绎、类比和推理的能力,创新能力,使用工具、查阅资料的能力等.在诸多能力的培养中,创新能力是核心,而创新能力的培养关键是科学思维方法的教育.而实施物理科学思维方法教育要求教师具备较高的科学素养,能够挖掘教材中隐含的科学思想方法教育的素材,构建高中物理方法教育体系的框架.     

系统科学 思维科学 教育科学

本文从我国基础教育实际出发,主张充分发扬东方人特有的整体思维优势将系统科学、思维科学特别是复杂性科学引入到教育领域中来．以系统的眼光、整体视野对智能开发与人才培养进行系统研究,整体开发,全面培养,综合创新,使教育能按照科学发展观的要求实现科学育人的目的。     

论科学教育与教师科学素质的培养

在高等学校开展加强文化素质教育活动,全面推进素质教育,是上世纪末我国高等教育领域的一项重大改革。高等师范教育阶段是学生与科学技术联系较为密切的阶段,在此过程中若多方面加强对学生的科学精神、科学方法、科学思维、科学知识等方面的教育与培养,对形成教师理想人格特征及教师素质全面发展具有重要意义,是提高教师科学素质的根本保证。     

谈教学中学生思维批判性的培养

数学思维的批判性品质是数学思维过程中自我意识作用的结果 ,是通过自我意识系统的监控 ,实现人脑对数学信息的输入、加工、贮存、输出的控制 ,从而及时调节修正思维的过程、内容和手段。思维缺乏批判性是许多学生的思维现状之一 ,常表现为在数学实践活动中 ,对信息、材料的处理不能做到去粗取精、去伪存真。本文拟从三个方面来说明如何培养学生思维的批判性。1　通过概念辨误 ,培养学生思维的批判性概念教学中 ,经常会遇到学生对概念理解不深、不透、不全面 ,概念掌握似是而非 ,模棱两可 ,造成解题时“偷梁换柱” ,以偏概全。为此 ,教师应…     

Philosophy in Primary Schools: Fostering Thinking Skills and Literacy

We read for many reasons and this paper focuses on one of those – reading for thinking. It reports on the Philosophy in Primary Schools project and argues that one of the best ways teachers can add value to their work in literacy is by incorporating philosophical discussion with children through an approach called Stories for Thinking. It outlines what ‘philosophy for children’ is and how it can be used for developing the thinking skills that underpin literacy and higher order reading skills. It argues that a Stories for Thinking approach can enrich thinking and learning in the literacy hour, and uses evidence from teachers and children to illustrate the effects of the programme on classroom practice and on raising levels of pupil achievement     

科学素养:当代科学教育改革的主旋律

在现代社会里,每一个人都有很多有关个人和社会的事务需要应用科学知识、科学方法和科学的世界观作出适当的决策。因此,具备良好科学素养的人在今天科学技术起主导作用的社会里生活起来可以更应对自如。传统的、重视学科结构和英才培养的科学教育理念,已不能适应现代社会发展的需要。目前,世界上很多国家都把培养学生的科学素养作为科学教育改革的主旋律。     

Media Literacy in Support of Critical Thinking

One of the main aims of the Education agenda in the last decade has been to develop critical thinking (C. T.) in children, in order to educate them to be active, involved citizens in democratic society. Different Media Literacy (M.L.) studies explore C.T. towards media texts by cultivating the pupils’ ability to respond critically to both surface and underlying media messages. This paper discusses partial results of a research study designed to examine the support provided by an M.L. program in the development of C.T. of pupils aged 10‐12 years in northern Israel. The resulting data demonstrate that M.L. programmatic intervention and its long‐term cumulative effect were two important factors underlying the significant differences found among the test groups. An interesting variable was also found which explained the superior results of the low achievements pupils (as evaluated by their teachers) compared with the less pronounced gains found among the high achievement pupils. Finally the paper asks theoretical questions about the extent to which a young critical thinker is capable of skeptical reflection towards media texts.     

开展科学小课题研究培养学生的科学素养

在小学五、六年级学生中开展科学小课题研究活动,促使学生不断提出问题、分析问题、解决问题,有利于培养学生的创新精神和实践能力,逐步形成一定的科学素质与人文素养。     

高中物理模型教学与学生批判性思维的培养

根据物理模型的特点、高中生的思维发展阶段特征和批判性思维的培养内容,教师应采用适当的教学方法,充分发挥物理模型的教育功能,这样才能有效地培养学生的批判性思维能力.     

科学素养: 学前科学教育的课程目标

学前科学教育应将培养幼儿的科学素养作为课程总目标。幼儿的科学素养主要体现在知识与技能、过程与方法、情感态度与价值观三个方面。学前科学教育应致力于培养幼儿的科学态度、科学行为与习惯。     

Science,Society, and Scientific Literacy

Science & Education -     

STS与基础科学教育

在各种的教育改革方案里，对于STS内容越来越多的引进，已成为一种趋势。然而，联系到我国目前教育界和学术界的现状，对有关的问题仍缺乏必要的了解和深入研究。根据若干国外的科学教育标准进行比较研究，关注的是在其中STS观念与内容的体现，以及在不同方案中表现出来的特点与差异，我们可以理解STS对于基础科学教育已经产生的影响，看到我国基础科学教育与国际相比较显示出的差距，从而对当前的认识与未来的发展都有重要的意义和借鉴作用。     

Diagrammatic Literacy in Secondary Science Education

Students in secondary science education seem to have difficulties with understanding diagrams. The present study focused on explanatory factors that predict students’ difficulties with process diagrams, i.e., diagrams that describe a process consisting of components that are related by arrows. From 18 compulsory national Biology exams of secondary school pre-university students, all process diagram tasks (n?=?64) were included in corpus. Features of the task, student, and diagram were related to the difficulty of that particular task, indicated by the cohort mean exam score. A hierarchical regression analysis showed main effects for (1) the cognitive task demand, (2) the familiarity of the components, and (3) the number of components in a diagram. All these main effects were in the expected direction. We also observed interactions. Within the category of tasks with a high cognitive demand, tasks about a diagram of which students have low prior content knowledge were more difficult than tasks about a diagram of which students have high prior content knowledge. Tasks with a high cognitive demand about a diagram with familiar arrows were, surprisingly, more difficult than tasks with a high cognitive demand about a diagram with unfamiliar arrows. This latter finding might be attributed to compensation for task difficulty by the large number of components in the diagrams involved. The final model explained 46 % of the variance in exam scores. These results suggest that students have difficulties (1) with tasks that require a deeper understanding when the content is new, (2) with diagrams that use unfamiliar component conventions, and (3) with diagrams that have a small number of components and are therefore probably more abstract.     

Fostering the History of Science in American Science Education

Science &; Education -     

谈谈基础教育中学生创造力的培养

一个人的创造能力是先天素质 和后天开发的综合结果。高质量的学校教育能促进学生他造力的发展。培养高层次的创造性人才。应该从基础教育抓起,通过对学生创造意识的激发,创造思维的训练,创造个性的培养,开发学生的创造潜能。     

“利津游戏”中的科学启蒙教育探析

利津游戏的科学启蒙教育涉及动物学、植物学的认识,亦包含化学材料和物理学原理的认知,体现了园本课程回归儿童、回归幼教的本义,呈现了游戏课程化和课程游戏化的效果,展现了科学启蒙和幼儿主动探索的过程。科学启蒙游戏设计与施教,应防止教和育的严重分离,注重功能和评价的整合,注重设计和指导的技巧,强调氛围和环境的创设。