"Natural Philosophy" as a Foundation for Science Education in an Age of High-Stakes Accountability.
"Natural Philosophy" as a Foundation for Science Education in an Age of High-Stakes Accountability.
复制标题
“自然哲学”作为高风险责任时代科学教育的基础。
DOI：
10.1111/j.1949-8594.2010.00060.x
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发表时间：
2011
影响因子：
1.1
通讯作者：
E. F. Provenzo
中科院分区：
文献类型：
--
作者：
Cory A. Buxton;E. F. Provenzo
目前，美国K-12环境中的科学课程和教学主要是强调20世纪90年代的科学标准运动，以及由此产生的21世纪初基于标准的高风险评估和问责制运动。我们认为，这一重点已经移动了该领域远离重要的科学教学和学习的哲学理解，有其根源的学习理论和科学发现的历史。我们提供了一个哲学的论点，以及实施模式，在19世纪的“自然哲学”的概念，以及杜威的进步主义和皮亚杰的重建通过重新发现的概念为基础，在现代科学教育的科学史的重要地位。我们提供了这种模式的课程的例子，以及如何将其作为教师教育的一部分实施的讨论。我们把讨论的重点放在小学和中学年级，因为在这些级别的教师往往有更多有限的科学内容的知识比他们的中学同龄人，使他们更依赖于课程材料，从而更严重地影响课程改革。
Science curriculum and instruction in K-12 settings in the United States is currently dominated by an emphasis on the science standards movement of the 1990s and the resulting standards-based high-stakes assessment and accountability movement of the 2000s. We argue that this focus has moved the field away from important philosophical understandings of science teaching and learning that have their roots in the history of both learning theory and scientific discovery. We offer a philosophical argument, as well as a model for implementation, grounded in the 19th century notion of “natural philosophy,” as well as Dewean progressivism and Piaget's notion of reconstruction through rediscovery, for the important place of the history of science in modern science education. We provide curricular examples of this model, as well as a discussion of how it might be implemented as part of teacher education. We focus our discussion on the elementary and middle school grades, because teachers at these levels tend to have more limited science content knowledge than their secondary school peers, making them more dependent upon curricular materials and thus more heavily influenced by curricular reforms.