在建构主义的影响下以课堂为主体对自然科学领域的研究外文翻译及原文Word文件下载.docx
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在建构主义的影响下以课堂为主体对自然科学领域的研究外文翻译及原文Word文件下载.docx
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学生姓名
:
姜海然
系别
应用化学系
专业
化学
年级
2011级专接本
学号
201120607111
指导教师
王建芬
衡水学院教务处印制
原文
题目:
TheinfluenceofconstructivismonnatureofScienceasanareaofresearchandasaclassroomsubject
MehmetKARAKAS
ScienceTeachingDepartment
ArtvinCoruhUniversity
ArtvinEigitimFakultesi
CayagiziMahallesiArtvin,TURKEY08000
E-mail:
mkarakas73@
Received19Mar.,2007
Revised21Sept.,2007
Abstract
ThispaperisangeneralarticleabouttheinfluenceofconstructivismonnatureofscienceConstructivismhasinfluencedresearchontheteachingandlearningofnatureofscience,aswellasactualteachingofthenatureofscienceideas.Intheareaofresearch,aconstructivistlearningtheoryperspectivehasinfluencedresearcherstoshiftfromusingquantitativeresearchtechniquestousingqualitativeresearchmethodsininvestigatingthenatureofscienceinthescienceclassrooms.Intheareaofpromotingtheteachingofthenatureofscience,aconstructivistlearningtheoryperspectivehasinfluencedscienceeducatorstoshiftfrommerelyemphasizingtheteachingofthehistoryofscienceinscienceclassroomstosequencingininstructioninsciencelessonsandpromotionofbetterteacherpreparationprogramsintheuniversities.
Introduction
Sciencecurriculavarywidelyamongcountries,states,schooldistricts,andindividualschools.Themostvividdifferencesareconcernedwiththeparticularsciencetopicsorconceptstobeincluded.Suchdifferencesincourseandcurricularcontentareunavoidable,aseachcoursemustpresentonlyasmallsampleofthescientificgeneralizationsandprinciplesdrawnfromaconsistentlyandrapidlyexpandingdiscipline(Lederman,1992).Thereisnoconsensusamongscienceeducatorsconcerningthespecificcontenttobeincludedincontemporarysciencecoursesoreventhemethodsandstrategiesofinstructiontobeused.However,thereappearstobestrongagreementonatleastoneoftheobjectivesofscienceinstruction.Thedevelopmentofan“adequateunderstandingofthenatureofscience”oranunderstandingof“scienceasawayofknowing”continuestobeconvincinglyadvocatedasadesiredoutcomeofscienceinstruction(AmericanAssociationfortheAdvancementofScience(AAAS),1989,Lederman,1992).Althoughthe“natureofscience”hasbeendefinedinnumerousways,itmostcommonlyreferstothevaluesandassumptionsinherenttothedevelopmentofscientificknowledge(Lederman&
Zeidler,1987).Thischaracterizationneverthelessremainfairlygeneral,andphilosophersofscience,historiansofscience,sociologistsofscience,andscienceeducatorsarequicktodisagreeonaspecificdefinitionforthenatureofscience(NOS).Suchdisagreement,however,shouldnotbesurprisinggiventhemultifacetedandcomplexnatureofthehumanendeavorwecallscience.Moreover,similartoscientificknowledge,conceptionsofNOSaretentativeanddynamic:
Theseconceptionshavechangedthroughoutthedevelopmentofscienceandsystematicthinkingaboutitsnatureandworkingsdidtoo(Abd-El-Khalick&
Lederman,1998).However,attheend,thereisanagreement(eventhroughnotcomplete)aboutnatureofscienceamongscienceeducatorsthatscientificknowledgeistentative(subjecttochange),empiricallybased(basedonand/orderivedfromobservationsofthenaturalworld),subjective(theory-laden),partlytheproductofhumaninference,imagination,andcreativity(involvestheinventionofexplanation),andsociallyandculturallyembedded.Alsotwoadditionalimportantaspectsarethedistinctionbetweenobservationsandinferences,andthefunctionsofandrelationshipsbetweenscientifictheoriesandlaws(Lederman,Abd-El-Khalick,Akerson,2000).
TheaimofthispaperistolookathowoneparticularlearningperspectivehasinfluencedtheresearchonNOSandthewaythenatureofscienceistaughtbyreviewingsomerelevantNOSstudies.Manyresearcherstakingdifferentresearchperspectiveshavedoneresearchinthenatureofscience.Thispaperexamineshowaconstructivistlearningtheoryperspectivehasinfluencedresearchonthenatureofscience,aswellastheteachingandlearningofthenatureofscience.Indoingso,thispaperdividesintothreeparts.ThefirstpartlooksatthehistoricaldevelopmentofthenatureofscienceanddiscussesthecurrentstatusofresearchontheteachingandlearningofNOS,aswellastheteachingandlearningofNOSinpre-collegeclassrooms.SecondpartdiscusseshowconstructivismhasinfluencedresearchontheteachingandlearningofnatureofsciencebyexamininghowresearchintheareaofNOSwasconductedpriortotheuseofconstructivismasalearningtheoryperspective.Inthethirdpart,thepaperexaminestheinfluenceofconstructivismonteachingandlearningofnatureofscienceideas
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- 关 键 词:
- 建构主义 影响 课堂 主体 自然科学 领域 研究 外文 翻译 原文