Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories
Eliciting and developing junior secondary students' understanding of the nature of science through a peer collaboration instruction in science stories
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DOI：
10.1080/09500690210126748
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发表时间：
2003-01-01
影响因子：
2.3
通讯作者：
Tao, PK
中科院分区：
文献类型：
--
作者：
Tao, PK
本研究以初中生为研究对象，以科学故事为素材，通过同伴合作教学，引导初中生对科学本质的理解。研究还调查了学生对故事的反应，以及他们是否能够提取故事中呈现的NOS的方面。结果表明，许多学生持有偶然的经验主义实验观，把科学理论当作代表现实的绝对真理。尽管科学故事对学生产生了实质性的影响，同伴合作环境帮助他们形成了共同的理解，但许多学生从一套不充分的NOS观点转变为另一套，而不是充分的观点。这是因为学生们以不同于教学意图的独特方式解释故事，并有选择地将注意力集中在故事的某些方面，这些方面似乎证实并加强了他们不充分的观点。本文详细讨论了这些发现的意义。
This article reports a study to elicit junior secondary students' understandings of the nature of science (NOS) through a peer collaboration instruction based on science stories specially developed to present several aspects of NOS. The study also investigated how students reacted to the stories and whether they were able to extract the aspects of NOS presented in the stories. The results show that many students held a serendipitous empiricist view of experimentation and took scientific theories as absolute truth representing reality. Although the science stories impacted on students in substantial ways and the peer collaboration setting helped them develop shared understandings, many students changed from one set of inadequate views of NOS to another rather than to adequate views. This was attributed to students interpreting the stories in idiosyncratic ways other than those intended by the instruction and focusing their attention selectively on certain aspects of the stories that appeared to confirm and reinforce their inadequate views. The implications of the findings are discussed.