Using History of Science to Teach Nature of Science to Elementary Students
Using History of Science to Teach Nature of Science to Elementary Students
复制标题
利用科学史向小学生教授科学本质
DOI：
10.1007/s11191-015-9783-5
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
V. Akerson
中科院分区：
文献类型：
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作者：
Khadija E. Fouad;Heidi L. Masters;V. Akerson
仅使用探究的科学课程或带有探究的科学史被用于对随机分配接受其中一种治疗的二年级、三年级和四年级学生进行明确的科学反思性质（NOS）教学。使用 VNOS-D 作为测试前和测试后调查进行测量，两组学生对创造性 NOS、尝试性 NOS、经验性 NOS 和主观 NOS 的理解都有所提高。学生无法理解科学的社会和文化背景。二年级、三年级和四年级的学生能够对经验 NOS、观察和推理的作用、创造性和想象力 NOS 以及主观 NOS 获得足够的看法。学生无法表达对嵌入社会和文化的 NOS 的充分看法。除两个小组的暂定 NOS 和探究小组的创意 NOS 外，NOS 的大部分收益到下一学年都被侵蚀。
Science lessons using inquiry only or history of science with inquiry were used for explicit reflective nature of science (NOS) instruction for second-, third-, and fourth-grade students randomly assigned to receive one of the treatments. Students in both groups improved in their understanding of creative NOS, tentative NOS, empirical NOS, and subjective NOS as measured using VNOS-D as pre- and post-test surveys. Social and cultural context of science was not accessible for the students. Students in second, third, and fourth grades were able to attain adequate views of empirical NOS, the role of observation and inference, creative and imaginative NOS, and subjective NOS. Students were not able to express adequate views of socially and culturally embedded NOS. Most gains in NOS eroded by the next school year, except for tentative NOS for both groups and creative NOS for the inquiry group.