将教师的科学本质观转化到课堂实践——国际文献综述
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摘要
提高学生的科学本质观是国际科学教育的重要目标,教师在提高学生科学本质观的过程中发挥着重要作用。本研究在梳理国际科学本质教育文献的基础上,聚焦教师的科学本质观到课堂实践的转化。研究发现,教师的科学本质观无法自动转化为有效的课堂实践,影响"转化"的因素可从教师、学生和教材等3方面进行分析,最后从职前教师和在职教师的角度综述了促进"转化"的措施。
Improving students' nature of science understanding is an important goal of international science education. Teachers play an important role in improving students' views of nature of science. Based on the review of international NOS education literature, this study focuses on the transformation of teachers' views of nature of science into classroom practice. The findings showed that the teachers' views of nature of science couldn't be automatically translated into classroom practice, the factors affecting this "transformation" could be analyzed from three aspects: teachers, students and textbooks. Finally, this study summarized the strategies of promoting the "transformation" from the perspective of pre-service teachers and in-service teachers.
Improving students' nature of science understanding is an important goal of international science education. Teachers play an important role in improving students' views of nature of science. Based on the review of international NOS education literature, this study focuses on the transformation of teachers' views of nature of science into classroom practice. The findings showed that the teachers' views of nature of science couldn't be automatically translated into classroom practice, the factors affecting this "transformation" could be analyzed from three aspects: teachers, students and textbooks. Finally, this study summarized the strategies of promoting the "transformation" from the perspective of pre-service teachers and in-service teachers.
引文
[1] 中华人民共和国教育部. 普通高中化学课程标准(2017年版). 北京:人民教育出版社, 2018:22-48
[2] Lederman N G. Journal of Research in Science Teaching,1999,36(8):916-929
[3] Bell R L, Lederman N G, Abd-El-Khalick F. Journal of Research in Science Teaching,2000,37(6):563-581
[4] Abd-El-Khalick F. Journal of Science Teacher Education,2001,12(3):215-233
[5] Lederman N G. Journal of Research in Science Teaching,1992,29(4):331-359
[6] Lederman N G. Illinois Institute of Technology,2007,49:831-879
[7] Aslan O, Tasar M F. E■itim Ve Bilim,2013,38(167):65-80
[8] Brickhouse N W. Journal of Teacher Education,1990,41(3):53-62
[9] Wahbeh N, Abd-El-Khalick F. International Journal of Science Education,2013,36(3):425-466
[10] Sahin E A, Deniz H. International Journal of Environmental & Science Education,2016, 11(9):2673-2698
[11] Deniz H, Adibelli E. Research in Science Education,2015, 45(6):1-22
[12] Sarieddine D, Boujaoude S. Eurasia Journal of Mathematics Science & Technology Education,2014,10(2):135-151
[13] Abd-El-Khalick F, Bell R L, Lederman N G. Science Education,1998,82(4): 417-436
[14] Akerson V L, Abd-El-Khalick F. Journal of Research in Science Teaching,2003,40(10):1025-1049
[15] Bartos S A, Lederman N G. Journal of Research in Science Teaching,2014,51(9):1150-1184
[16] Schwartz R S, Lederman N G. Journal of Research in Science Teaching,2002,39(3):205-236
[17] Schwartz R S. Canadian Journal of Science Mathematics & Technology Education,2001,1(2):135-160
[18] Chun S. An examination of the relationship among science teaching actions, beliefs, and knowledge of the nature of science. America:University of Georgia doctoral dissertation,2000:61
[19] Clough M P, Olson J K. Impact of a Nature of Science and Science Education Course on Teachers’ Nature of Science Classroom Practices. Dordrecht:Springer,2012
[20] Dogan N, Bilican K. Journal of Balticence Education,2013,12(4):424-439
[21] Metz K E. Review of Educational Research,1995,65(2):93-127
[22] Akerson V, Donnelly L A.International Journal of Science Education,2010,32(1):97-124
[23] Roseman J E, Stern L, Koppal M. Journal of Research in Science Teaching,2010,47(1):47-70
[24] Shiland T W. Journal of Research in Science Teaching,1997,34(5):535-545
[25] Abd-El-Khalick F, Waters M, Le A P. Journal of Research in Science Teaching,2008,45(7):835-855
[26] Irez S. Science Education,2009,93(3): 422-447
[27] Abd-El-Khalick F, Myers J Y, Summers R, et al. Journal of Research in Science Teaching, 2016, 54(1):11-19
[28] 杨玉琴, 王祖浩.化学教育,2010,31(12):11-15
[29] Mellado V, Bermejo M L, Blanco L J, et al. International Journal of Science & Mathematics Education,2007,6(1):37-62
[30] Sorensen P, Newton L, Mccarthy S. Research in Science & Technological Education, 2012,30(1):29-47
[31] Kurup R. African Journal of Research in Mathematics, Science and Technology Education,2014, 18(1):52-62
[32] Faikhamta C. Research in Science Education,2012,43(2):847-869
[2] Lederman N G. Journal of Research in Science Teaching,1999,36(8):916-929
[3] Bell R L, Lederman N G, Abd-El-Khalick F. Journal of Research in Science Teaching,2000,37(6):563-581
[4] Abd-El-Khalick F. Journal of Science Teacher Education,2001,12(3):215-233
[5] Lederman N G. Journal of Research in Science Teaching,1992,29(4):331-359
[6] Lederman N G. Illinois Institute of Technology,2007,49:831-879
[7] Aslan O, Tasar M F. E■itim Ve Bilim,2013,38(167):65-80
[8] Brickhouse N W. Journal of Teacher Education,1990,41(3):53-62
[9] Wahbeh N, Abd-El-Khalick F. International Journal of Science Education,2013,36(3):425-466
[10] Sahin E A, Deniz H. International Journal of Environmental & Science Education,2016, 11(9):2673-2698
[11] Deniz H, Adibelli E. Research in Science Education,2015, 45(6):1-22
[12] Sarieddine D, Boujaoude S. Eurasia Journal of Mathematics Science & Technology Education,2014,10(2):135-151
[13] Abd-El-Khalick F, Bell R L, Lederman N G. Science Education,1998,82(4): 417-436
[14] Akerson V L, Abd-El-Khalick F. Journal of Research in Science Teaching,2003,40(10):1025-1049
[15] Bartos S A, Lederman N G. Journal of Research in Science Teaching,2014,51(9):1150-1184
[16] Schwartz R S, Lederman N G. Journal of Research in Science Teaching,2002,39(3):205-236
[17] Schwartz R S. Canadian Journal of Science Mathematics & Technology Education,2001,1(2):135-160
[18] Chun S. An examination of the relationship among science teaching actions, beliefs, and knowledge of the nature of science. America:University of Georgia doctoral dissertation,2000:61
[19] Clough M P, Olson J K. Impact of a Nature of Science and Science Education Course on Teachers’ Nature of Science Classroom Practices. Dordrecht:Springer,2012
[20] Dogan N, Bilican K. Journal of Balticence Education,2013,12(4):424-439
[21] Metz K E. Review of Educational Research,1995,65(2):93-127
[22] Akerson V, Donnelly L A.International Journal of Science Education,2010,32(1):97-124
[23] Roseman J E, Stern L, Koppal M. Journal of Research in Science Teaching,2010,47(1):47-70
[24] Shiland T W. Journal of Research in Science Teaching,1997,34(5):535-545
[25] Abd-El-Khalick F, Waters M, Le A P. Journal of Research in Science Teaching,2008,45(7):835-855
[26] Irez S. Science Education,2009,93(3): 422-447
[27] Abd-El-Khalick F, Myers J Y, Summers R, et al. Journal of Research in Science Teaching, 2016, 54(1):11-19
[28] 杨玉琴, 王祖浩.化学教育,2010,31(12):11-15
[29] Mellado V, Bermejo M L, Blanco L J, et al. International Journal of Science & Mathematics Education,2007,6(1):37-62
[30] Sorensen P, Newton L, Mccarthy S. Research in Science & Technological Education, 2012,30(1):29-47
[31] Kurup R. African Journal of Research in Mathematics, Science and Technology Education,2014, 18(1):52-62
[32] Faikhamta C. Research in Science Education,2012,43(2):847-869
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