Working with the nature of science in physics class: turning ‘ordinary’ classroom situations into nature of science learning situations
Working with the nature of science in physics class: turning ‘ordinary’ classroom situations into nature of science learning situations
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在物理课上研究科学的本质：将“普通”课堂情境转变为科学学习情境的本质
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Lotta Leden
中科院分区：
文献类型：
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作者：
L. Hansson;Lotta Leden
在科学教育研究领域，有大量关于“科学的本质”（NOS）的文献。NOS捕捉的问题是什么特点的研究过程以及科学知识。在这里，我们根据广泛的文献，使用NOS的广泛定义，包括社会文化方面。有人认为，NOS的问题，出于一些原因，应包括在科学/物理教学。研究表明，NOS应该被明确地教授。有很多具体的和单独的NOS活动的建议，但讨论NOS的问题，具体的科学/物理内容和实验室工作的必要性，也被强调。在这篇文章中，我们借鉴了这一机构的NOS和科学教学的文献，并讨论如何在中学物理课堂的情况下，可以变成NOS学习的情况。中学教师在在职教师培训期间提出了讨论的情况，作为日常物理教学的情况，可以突出NOS。
In the science education research field there is a large body of literature on the ‘nature of science’ (NOS). NOS captures issues about what characterizes the research process as well as the scientific knowledge. Here we, in line with a broad body of literature, use a wide definition of NOS including also e.g. socio-cultural aspects. It is argued that NOS issues, for a number of reasons, should be included in the teaching of science/physics. Research shows that NOS should be taught explicitly. There are plenty of suggestions on specific and separate NOS activities, but the necessity of discussing NOS issues in connection to specific science/physics content and to laboratory work, is also highlighted. In this article we draw on this body of literature on NOS and science teaching, and discuss how classroom situations in secondary physics classes could be turned into NOS-learning situations. The discussed situations have been suggested by secondary teachers, during in-service teacher training, as situations from every-day physics teaching, from which NOS could be highlighted.