论基础科学课程与教学中“科学探究”的价值取向

On the Value Orientations of "Scientific inquiry" in School Science Teaching

“科学探究”或探究式科学教学是当前国际基础科学教学改革的重要话语之一。但是,20世纪60年代提倡的“科学探究”与90年代以来提倡的“科学探究”在价值取向上有重要区别:前者基于归纳主义或逻辑实证主义的科学观,后者基于建构主义的科学观。尽管美国一些重要的科学教育政策文献中不见“建构主义”一词,但其理论基础无疑是建构主义学习理论。

＂Scientific inquiry＂ or inquiry-based science teaching is one of the most important discourses in the current school science teaching reform the world over. However, ＂scientific inquiry＂ Prevalent in science education reform in the 1960s is quite different from that available in the science education reform literature since the 1990s, in that the former is based implicitly on the view of science inherent in inductivism or logical positivism, while the latter is predicated on the view of science implicitly embedded in constructivism. Although the term constructivism is nowhere seen in the documents of science education policy of the U. S. , it is argued that it is an invisibletheory in its current science education reform. For this reason, school science education reform in China today should pay attention to this value orientation.