Effects of Historical Story Telling on Student Understanding of Nature of Science
Effects of Historical Story Telling on Student Understanding of Nature of Science
复制标题
讲历史故事对学生理解科学本质的影响
作者：
C. Williams;D. Rudge
与科学本质（NOS）相关的概念被认为是科学素养的重要组成部分，这反映在课程文件中。大量的科学教育研究都集中在提高学习者对 NOS 的理解上。经常提倡的一种方法是明确的反思性方法。一些研究人员利用科学史为学习者提供有关 NOS 概念的明确和反思性的体验。先前关于在科学教学中使用科学史（HOS）的研究以多种不同的方式探讨了 HOS，因此导致关于其改善学习的效用的研究结果不一致。克服这种不一致并用更传统的科学内容教授 NOS 的一种有前途的方法是使用基于科学史的故事。采用混合方法来确定科学故事的使用是否以及如何影响本科生对 NOS 的理解。特别关注学生用于理解的解释。干预组和对照组完成了学生对科学的理解和科学探究（SUSSI）工具。干预组使用两个历史叙述进行教学，而对照组则使用最少的历史进行教学。两组中的一部分人也接受了关于他们的 SUSSI 回答和课程经历的采访。结果表明，科学故事的引入帮助参与者更好地理解想象力和创造力在科学中的作用。参与者在解释为什么他们对与想象力和创造力相关的 SUSSI 项目转向更明智的观点时提到了科学故事。目前的研究增加了越来越多关于在科学课堂上使用故事的文献。
Concepts related to the nature of science (NOS) have been considered an important part of scientific literacy as reflected in its inclusion in curriculum documents. A significant amount of science education research has focused on improving learners’ understanding of NOS. One approach that has often been advocated is an explicit and reflective approach. Some researchers have used the history of science to provide learners with explicit and reflective experiences with NOS concepts. Previous research on using the history of science (HOS) in science instruction has approached HOS in many different ways and consequently has led to inconsistent findings regarding its utility for improving learning. One promising method for overcoming this inconsistency and teaching NOS with more traditional science content is using stories based in the history of science. A mixed method approach was used to determine whether and how the use of science stories influences undergraduates’ understanding of NOS. Particular attention was paid to the explanations that students used for their understandings. Intervention and control groups completed the Student Understanding of Science and Scientific Inquiry (SUSSI) instrument. The intervention group was taught using two historical narratives while the control group was taught using minimal history. A subset of both groups was also interviewed regarding their SUSSI responses and their experiences in the course. Results indicated that the introduction of science stories helped participants gain a better understanding of the role of imagination and creativity in science. Participants mentioned science stories in their explanations for why they changed towards more informed views on SUSSI items related to imagination and creativity. The current study adds to a growing body of literature regarding the use of stories in the science classroom.