Enhancing laos students' understanding of nature of science in physics learning about atom for peace
Enhancing laos students' understanding of nature of science in physics learning about atom for peace
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通过物理学习原子促进和平，增强老挝学生对科学本质的理解
DOI：
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发表时间：
2014
影响因子：
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通讯作者：
C. Yuenyong
中科院分区：
文献类型：
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作者：
P. Sengdala;C. Yuenyong
本研究旨在探讨十二年级学生在以科学、技术与社会(STS)方式学习原子换取和平的过程中，对科学本质的理解。研究对象为51名就读于老挝人民民主共和国首都万象的通方高中12年级学生，2012学年第一学期。本研究以解释范式为研究对象。STS物理的干预通过宇勇(2006)的科学、技术和社会(STS)方法提供了为期4周的关于原子换和平的教学。通过学生作业单、参与观察、学生日记写作和非正式访谈等方式解读学生对科学本质的理解。调查结果显示，学生能够反映他们对科学本质的三个方面的想法。这包括社会文化嵌入性、经验基础和主观性。这项研究对老挝人民民主共和国的NOS教学有一定的借鉴意义。
This paper aimed to study of Grade 12 students’ understanding of nature of science in learning about atom for peace through science technology and society (STS) approach. Participants were 51 Grade 12 who study in Thongphong high school Vientiane Capital City Lao PDR, 1st semester of 2012 academic year. This research regarded interpretive paradigm. The intervention of STS physics provided 4 weeks of teaching about atom for peace through Yuenyong (2006) science technology and society (STS) approach. Students’ understanding of nature of science was interpreted through students’ worksheets, participant observation, students’ journal writing and informal interview. The findings revealed that students could reflect their ideas related to three aspects of nature of science. This included Socio‐cultural embeddedness, empirical basis, and subjectivity. The study has implications for NOS teaching in Lao PDR.