辩论干预应用于科学素养培养的综述研究

Review on How to Use Argument to Foster Scientific Literacy

在科学教育中,辩论干预作为一种教学策略,在科学素养的培养中具有很大潜力,因而自上世纪80年代末逐渐引起科学教育实践者和研究者的关注。为此,通过依据一定的筛选标准,从关注科学素养培养的核心期刊上选择了31篇文献,从辩论干预在科学教育中应用的过程和结果两个维度,对相关研究进行了元分析。研究发现,尽管辩论干预在科学素养培养的过程和结果两个维度呈现多样性,但其在科学素养培养中的应用模式主要呈现三种形式:浸入式、结构式和社会科学式。此外,还对研究中涉及的其他问题以及未来研究方向等也进行了详细论述。

Argument interventions,as one kind of teaching strategis,have great potentials to foster scientific literacy.They have gained popularities among researchers and practitioners in science education contexts since the late 1980s.This study reviews the existing empirical research studies on the use of argument interventions for fostering scientific literacy,from the perspectives of processes and results.The purpose is to determine how and to what extent argument interventions from education research literature promote argument to foster scientific literacy.31 journal articles have been reviewed and most of the studies reported in the literature are descriptive.Results show that there are three patterns that argument interventions are being used in fostering scientific literacy,though variation of interventions exists.They are immersion,structure and socioscientific.Related issues such as implications and future research directions are also discussed.