Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry
Just do it? Impact of a science apprenticeship program on high school students' understandings of the nature of science and scientific inquiry
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DOI：
10.1002/tea.10086
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发表时间：
2003-05-01
影响因子：
4.6
通讯作者：
Lederman, NG
中科院分区：
文献类型：
--
作者：
Bell, RL;Blair, LM;Lederman, NG
本研究旨在探讨为期八周的科学学徒计划对一组高能力中学生对科学本质和科学探究的理解的影响。10名志愿者（10-11年级）完成了修改后的版本的科学本质的观点，形式B之前和之后的学徒，以评估他们的概念的科学和科学探究的本质的关键方面。半结构化的离职面谈为学生提供了一个机会，使他们能够描述其学徒经历的性质，并详细说明其书面问卷答复。还与担任每个科学学徒导师的科学家进行了半结构化的离职面谈。在大多数情况下，学生们对科学的本质和科学探究的概念与当前改革中所描述的不一致。参与的科学导师坚信，他们的学徒在学徒期间从事科学研究的过程中学到了很多关于科学事业的知识。虽然大多数学生似乎确实获得了有关科学探究过程的知识，但他们对科学本质的关键方面的概念几乎没有改变。认知需求和反思似乎是至关重要的组成部分，在单一的情况下，一个参与者经历了她的理解的科学和探究的本质的实质性收益。(C)2003 Wiley Periodicals，Inc.
The purpose of this study was to explicate the impact of an 8-week science apprenticeship program on a group of high-ability secondary students' understandings of the nature of science and scientific inquiry. Ten volunteers (Grades 10-11) completed a modified version of the Views of Nature of Science, Form B both before and after their apprenticeship to assess their conceptions of key aspects of the nature of science and scientific inquiry. Semistructured exit interviews provided an opportunity for students to describe the nature of their apprenticeship experiences and elaborate on their written questionnaire responses. Semistructured exit interviews were also conducted with the scientists who served as mentors for each of the science apprentices. For the most part, students held conceptions about the nature of science and scientific inquiry that were inconsistent with those described in current reforms. Participating science mentors held strong convictions that their apprentices had learned much about the scientific enterprise in the course of doing the science in their apprenticeship. Although most students did appear to gain knowledge about the processes of scientific inquiry, their conceptions about key aspects of the nature of science remained virtually unchanged. Epistemic demand and reflection appeared to be crucial components in the single case where a participant experienced substantial gains in her understandings of the nature of science and inquiry. (C) 2003 Wiley Periodicals, Inc.