Study on View of Science in Chiodren, School, and Society

本研究开发了一套儿童科学观的调查工具。这一工具包括四个部分，即科学观、自然观、科学兴趣和活动。这项调查是在中国、菲律宾、泰国、澳大利亚、美国和日本六个国家进行的，受到每个国家科学教育文化的影响。这五个国家的结果与日本的结果进行了比较。结果表明，美国和澳大利亚的后现代相对科学观不能归类为西方意识形态。另一方面，泰国、菲律宾、中国和日本儿童的观点可以被认为是相对科学的观点。关于自然观，非西方国家和西方国家有很大的不同。在科学活动和兴趣方面，这六个国家的性别差异也很明显。虽然这些结果仅限于样本，但它们可以被认为是该研究领域的重要发现。这项研究的结果也在澳大利亚和美国的各种会议上发表。来自其他国家的研究人员也利用这些发现来帮助改善各自国家的教育条件。西方国家有自己的科学观，与目前非西方国家的科学观不同。非西方国家的现代科学观支持这样一种观点，即科学界处理的是各种各样的、试探性的概念。此外，还需要从非西方的视角重新审视科学学习和课程开发。

In this research, a survery instrument the children's view of science has been developed. This instrument involves four parts, namely, view of science, view of nature, interest in science and activities. The survey was conducted in six countries, China, Philippines, Thailand, Australia, USA and Japan as affected by each country's science educational culture. The rsults from the five countries were compared with that of Japan.Results show that the postmodern relative scientific view in America and Australia could not be classified as western ideology. On the other hand, the view of children from Thailand, Philippines, China and Japan could be considered as relative scientific view. With regards to view of nature, the non-western and western countries greatly differ. Also with regards to activities and interests in science, differences due to gender are evident for the six countries. Although these results are limited to the samples, they can be considered important findings in this field of research.The results of this research has also been presented in various conferences in Australia and America. And, the research members from the other countries have made use of the findings to help improve the conditions of educations in their respective countries. The western countries have their own view of science which are different from the current relative view of non-western countries. The modern view of science of the non-western countries supports the idea that the scientific world deals with concepts which are varied and tentative. In addition, there is a need to reconsider from the non-western view in science learning and curriculum development.