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篇名 高中生科学观的质性研究:现象图析学的视角
並列篇名 Qualitative Research on High School Students’ Conceptions of Science: A Perspective of Phenomenography
作者 刘秀英(LIU Xiu-ying) 、丁邦平(DING Bang-ping)
中文摘要 我国关于学生科学观的已有研究多是自上而下的“应然”研究,缺少对学生科学观“实然”状况的质性研究\"本文应用现象图析学的方法得到高中学生的九种科学观,结果表明学生的科学观是多样化的,不只包括科学知识观、科学探究观和科学事业观;部分学生对科学的理解是“以学校为中心”的,将“科学”等同于“学科”或“实验”;一些学生将科学看得太宽泛,将“生活”等同于“科学”,带有“科学主义”的思想倾向;许多学生过多地关注科学的实用性,将“科学”与“技术”或“产品”混为一谈;还有些学生不能区分“自然”与“科学”,对科学本质的思考比较欠缺。提出科学教育须关注科学本质的教学,学生的科学观不同于科学家和科学哲学家,科学观教育须以学生的认知为起点。
英文摘要 Most of the existing researches on students’ conceptions of science are top-down “should” research, lacking qualitative research on the + re- al” state of students’ conceptions of science. The application of the phenomenography method has obtained nine conceptions of science of high school students. The results show that the stiadents5 conceptions of science are diverse, including not only the scientific knowledge view, the scientific inquiry conception and the scientific career conception;    some students understand the science as “School-centered”, equating “science” with “discipline” or “experiment”; some students see science too broad, equating “life” with “ science”, with “scientism” thinking tendencies; many students pay too much attention to the practicality of science, confusing “science” with “technology” or “products”;    some students cannot distinguish “natural” and “science”, and their thinking on the nature of science is lacking. It is necessary to pay attention to the teaching of the nature of science in science education. The students’ conceptions of science are different from that of scientists and science philosophers. Science education must start with the knowledge of students.
頁次 090-100
關鍵詞 高中生 现象图析学 科学观 科学教育 high school students phenomenography conceptions of science science education
卷期 17:1
日期 202002
刊名 基礎教育
出版單位 華東師範大學
DOI 10.3969/j. issn. 1005-2332.2020.01.011