Analysis of biology-specific nature of science features in the biology curriculum (Bio-NOS)

生物学课程中科学特征的生物学特异性分析（Bio-NOS）

• 批准号: 423393239
• 负责人: Professorin Dr. Bianca Reinisch
• 金额: --
• 依托单位: Arbeitsgruppe Didaktik der Biologie
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2019
• 资助国家: 德国
• 起止时间: 2018-12-31 至 2022-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/423393239?language=en
• 关键词: Analysis; biology; specific; nature; science

School textbooks are regarded as mediators between the intended (e.g., framework curricula), the implemented (e.g., school classes), and the achieved curriculum (e.g., competences of students).The development of an understanding of nature of science (NOS) contributes to the formation of scientific literacy, which corresponds to the intended curriculum in different countries (e.g., Germany: Bildungsstandards, 2004; USA: The Next Generation Science Standards, 2013). Research suggests that students’ understanding of NOS (achieved curriculum) is insufficient. In addition, it was found in several studies that school textbooks, which are considered as the potentially implemented curriculum, often fail to present NOS to the required standards. At the same time, the discipline-general NOS conceptualization, which is mostly used in these studies, is described as undifferentiated and not fully adequate. An alternative, discipline-specific conceptualization is provided by the theoretically based family resemblance approach (FRA). So far, a systematic, empirical examination of the FRA has yet not been done. The project aims to close this research gap.The project aims to identify and differentiate a NOS conceptualization that describes both discipline-general and biology-specific NOS categories. Thus, the project contributes to the extension of current NOS knowledge in the field of science education. The project aims to conduct a systematic, empirical investigation of the FRA and thus at an extension of the domain-general NOS conceptualization regarding biology-specific NOS characteristics.Within the project, biology textbooks will be digitized and made accessible to software-assisted analysis. Preliminary work has generated a category system of the FRA that serves as the basis for the analysis of the textbooks (deductive category application), which may get extended by an inductive coding method.In order to differentiate between discipline-general and biology-specific NOS content, experts (N=33) from the fields of biology, chemistry, physics, and philosophy of science will then be interviewed by means of a fully structured interview guideline to rate the subcategories. As part of a communicative validation, discrepancies among the experts will be identified and returned to them for additional expert commentary.The result of the two studies will be the identification of discipline-general and biology-specific NOS categories that exist in the potentially implemented biology curriculum.

学校教科书被视为预期课程（如框架课程）、实施课程（如学校课程）和实现课程（如学生能力）之间的中介。对科学本质理解的发展有助于科学素养的形成，这与不同国家的预期课程相对应（例如，德国：《教育标准》，2004年；美国：《下一代科学标准》，2013年）。研究表明，学生对NOS（已完成课程）的理解不足。此外，几项研究发现，被视为可能实施的课程的学校教科书，往往未能达到规定的NOS标准。与此同时，在这些研究中主要使用的学科-一般NOS概念被描述为未区分且不完全充分。另一种特定学科的概念化是基于理论的家族相似性方法（FRA）。到目前为止，还没有对森林资源评估进行系统的、经验性的审查。该项目旨在缩小这一研究差距。该项目旨在确定和区分描述学科一般和生物学特定NOS类别的NOS概念化。因此，该项目有助于扩展目前NOS在科学教育领域的知识。该项目旨在对FRA进行系统的实证调查，从而扩展关于生物特异性NOS特征的领域一般NOS概念。在这个项目中，生物学教科书将被数字化，并使其易于软件辅助分析。初步的工作已经形成了FRA的类别体系，作为教科书分析的基础（演绎类别应用），可以通过归纳编码的方法进行扩展。为了区分学科一般和生物学特定的NOS内容，来自生物学、化学、物理学和科学哲学领域的专家（N=33）将通过完全结构化的访谈指南进行访谈，以对子类别进行评分。作为沟通验证的一部分，专家之间的差异将被识别并返回给他们进行额外的专家评论。这两项研究的结果将是确定可能实施的生物学课程中存在的学科一般和生物学特定的NOS类别。