Disciplinary authority and accountability in scientific practice and
Disciplinary authority and accountability in scientific practice and
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DOI：
10.1002/sce.20263
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发表时间：
2008-05-01
影响因子：
4.3
通讯作者：
Ford, Michael
中科院分区：
文献类型：
--
作者：
Ford, Michael
本文探讨了科学知识是如何创造的，与理解学习内容所涉及的推理之间的关系。虽然这些主张之间的平行支撑着改革，但实际上对这种关系知之甚少。本文提供了一个模型，这种关系，绘制科学研究文献之间的连贯连接，这表明如何构思科学知识的创造方式;和社会文化学习理论，这表明如何构思科学推理。这一模式突出了科学推理和实践中主张的建构与批判之间的辩证关系。对科学实践的“掌握”本身对学习是有帮助的，因为科学知识的信息内容不仅存在于事实层面，而且存在于方法和价值观层面，协调这些层面的信息对于理解至关重要。与强调学生像科学家那样构建知识的权威的主流建构主义思想相反，这种模式强调知道如何对主张负责的重要性。因此，学生自己对内容的理解的理想愿景被学生学习如何对内容进行科学理解的更有说服力的理想愿景所取代。(c)2008 Wiley Periodicals，Inc.
This article explores the relation between how scientific knowledge is created and the reasoning involved in learning content with understanding. Although an asserted parallel between these underpins reform, little is actually known about this relation. This article offers a model of this relation that draws coherent connections between the science studies literature, which suggests ways of conceiving how scientific knowledge is created; and sociocultural learning theory, which suggests ways of conceiving scientific reasoning. This model highlights a dialectic between construction and critique of claims in both scientific reasoning and practice. A "grasp" of scientific practice as such is instrumental to learning because informational content of scientific knowledge lies not only on the level of facts, but also on the levels of methods and values, and coordinating information across these levels is crucial for understanding. In contrast to prevailing constructivist ideas that highlight student authority to construct knowledge as scientists do, this model emphasizes the importance of knowing how to hold claims accountable. Thus, the ideal vision of students making their own sense of content is superceded by a more defensible ideal vision of students learning how to make scientific sense of content. (c) 2008 Wiley Periodicals, Inc.