职前化学教师对“科学探究”理解水平的调查研究

Investigation and Research on the Level of Understanding of Scientific Inquiry by Pre-Service Chemistry Teachers

采用美国诺尔曼·莱德曼(Norman G.Lederman)和朱迪斯·莱德曼(Judith S.Lederman)编制的科学探究观(View About Scientific Inquiry,VASI)调查问卷,对38位职前化学教师的科学探究观进行了调查。结果发现,职前化学教师对科学探究的理解水平参差不齐,理解水平最好的是维度三(D3),74%的职前化学教师对该维度持"通晓的(Informed)"观点;理解水平中等的是维度二(D2),66%的职前化学教师对该维度持"混合的(Mixed)"观点;理解水平最差的是维度七(D7),61%的职前化学教师对该维度持"朴素的(Naive)"观点,并且没有人对该维度持"通晓的"观点,针对这种情况,提出3条改进策略:一是"显性化",在课程标准和教科书中以"显性"的方式呈现有关科学探究理解的内容;二是"活动化",教师在教学中设计并实施基于理解探究的各种实践活动;三是"反思性",引导学生积极主动地反思科学探究活动,获取对科学探究的深入理解。

This paper uses the View About Scientific Inquiry(VASI)questionnaire prepared by Norman G.Lederman and Judith S.Lederman for 38 pre-service chemistry teachers in order to investigate their scientific inquiry concept.The results show that pre-service chemistry teachers have a different level of understanding of scientific inquiry.The best level of understanding is dimension 3(D3),74%of pre-service chemistry teachers hold an"informed"view on this dimension.The middle level is dimension 2(D2),66%of pre-service chemistry teachers hold a"mixed"view on this dimension.The worst level of understanding is dimension 7(D7),61%of pre-service chemistry teachers hold the"naive"view,and no one has a"informed"view on this dimension.In response to this situation,three improvement strategies are proposed.The first is"explicithess".The"explicithess"approach presents contents related to scientific inquiry and understanding in curriculum standards and textbooks.The second is"activization".Teachers design and implement various practical activities based on understanding and inquiry in teaching.The third is"reflective",guiding students to actively reflect on scientific inquiry activities to gain an in-depth understanding of scientific inquiry.