Inquiry-based science education: towards a pedagogical framework for primary school teachers

Inquiry-based science education (IBSE) has been promoted as an inspiring way of learning science by engaging pupils in designing and conducting their own scientific investigations. For primary school teachers, the open nature of IBSE poses challenges as they often lack experience in supporting their pupils during the different phases of an open IBSE project, such as formulating a research question and designing and conducting an investigation. The current study aims to meet these challenges by presenting a pedagogical framework in which four domains of scientific knowledge are addressed in seven phases of inquiry. The framework is based on video analyses of pedagogical interventions by primary school teachers participating in open IBSE projects. Our results show that teachers can guide their pupils successfully through the process of open inquiry by explicitly addressing the conceptual, epistemic, social and/or procedural domain of scientific knowledge in the subsequent phases of inquiry. The paper concludes by suggesting further research to validate our framework and to develop a pedagogy for primary school teachers to guide their pupils through the different phases of open inquiry.     

用饮料瓶做几个有趣的反冲实验

介绍了用普通饮料瓶制作演示几个反冲实验的教学经验。     

开设设计性化学实验的探索与实践

在无机化学实验课上开设了设计性实验.通过四个教学环节,不但提高了学生独立设计实验、独立进行实验的能力,而且还培养了学生的创新精神.     

Inquiry-based Learning and Digital Libraries in Undergraduate Science Education

The purpose of this paper is twofold: to describe robust rationales for integrating inquiry-based learning into undergraduate science education, and to propose that digital libraries are potentially powerful technological tools that can support inquiry-based learning goals in undergraduate science courses. Overviews of constructivism and situated cognition are provided with regard to how these two theoretical perspectives have influenced current science education reform movements, especially those that involve inquiry-based learning. The role that digital libraries can play in inquiry-based learning environments is discussed. Finally, the importance of alignment among critical pedagogical dimensions of an inquiry-based pedagogical framework is stressed in the paper, and an example of how this can be done is presented using earth science education as a context.     

在实验教学中适时引入不确定度概念

本文描述了在实验教学中引入不确定度的必要性,分析了不确定度、误差、偏差之间的联系和区别,不确定度如何求算以及如何抓住时机在实验教学中适时引入等问题．     

基于改进选择实验法的广西红树林湿地修复意愿评估

修复补偿是保育红树林湿地功能不退化的重要手段。基于环境效用水平不下降的假设测度居民对修复红树林湿地各项属性的边际支付意愿是修复补偿的技术前提。本文设计了基于被调查者个人“特定现状评价”的选择实验对广西红树林湿地修复的居民偏好和支付意愿进行研究,确定了红树林面积、景观完整性、湿地水质和生物多样性四个修复属性及相应属性水平,对北海、钦州、防城港297个居民随机抽样调查,运用随机参数Logit模型对居民支付意愿进行量化分析。研究结果表明：①居民对修复湿地水质的边际支付意愿最高,为48.44元/（年·人）,其次是红树林面积29.79元/（年\begin{array}{c}?\end{array}人）和生物多样性27.62元/（年\begin{array}{c}?\end{array}人）;②各项属性“特定现状评价”均为最低等级的居民平均每人每年愿意支付153.56元修复红树林湿地,使其各属性状态均达到历史最高水平;③居民对各修复属性的偏好存在异质性和非对称性。研究成果可为相关部门科学实施红树林湿地修复方案提供参考和借鉴。     

工科物理实验课程教学改革与实践

分析了大学物理实验课程的教学现状,对大学物理实验从教学观念、教学内容、实验方法、管理体系、实验室的对外开放和课程考核办法等提出了改革措施并付诸于教学实践。通过实践培养了学生的创新能力,有效地提高和培养了学生发现问题、分析问题和解决问题的能力。     

微型化学实验与学生探究能力培养

探讨了微型化学实验在培养学生的环保意识、创新精神和实践能力等方面的作用。结果表明,微型化学实验是培养学生创造性思维和创新能力、实施素质教育的有效途径。     

抗战时期广西农事试验对近代农业的贡献

抗日战争时期,大批农学家云集广西柳州市郊沙塘,开设了包括农作物的品种改良、病虫害防治、经济作物繁殖及农业化学试验等大批研究课题,取得重要成果,不仅使广西的农业试验出现了繁荣,而且对我国近代农业科学技术的发展也作出重要贡献。     

关于化学教学论实验教学的几点思考

传统的化学教学论实验教学还存在着不足之处,因之应对其教学目标、教学内容、教学方式、教学评价机制进行改革与尝试,旨在加强师范生职前培养,提高师范生实验教学实践能力和创新能力,以期能适应新时期基础教育课程改革的需要.