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论证探究式教学模型及其在理科教学中的应用 被引量:27

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摘要 论证探究式教学模型(argument-driven inquiry,ADI)是Sampson等人(2008)提出来的一种新型教学模型,它在学生探究过程中强调了科学论证的重要作用,旨在促进学生理解科学知识和科学事业,培养其科学思维方式,提高学生的科学素养。已经有研究证明它是一种有效的一种教学模式。本文从ADI教学模型的提出、步骤、实践研究和评价等方面进行了综述。
出处 《生物学通报》 2012年第10期27-31,共5页 Bulletin of Biology
关键词 论证 ADI 科学能力
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参考文献16

  • 1中华人民共和国教育部.义务教育生物学课程标准.北京:北京师范大学出版社.2011:2.
  • 2Newton P., Driver R., Osborne J.. The place of argumentation in the pedagogy of school science. International Journal of Science Education,1999,21(5):553-576.
  • 3Duschl R., Ellenbogan K., Erduran S.. Promoting argumenta- tion in middle school science classrooms: A Project SEPIA e- valuation. A paper presented at the 1999 Annual Meeting of the National Association for Research in Science Teaching, Boston.
  • 4Cavagnetto A. R.. Argument to foster scientific literacy: A re- view of argument interventions in K-12 science contexts. Re- view of Educational Research,2010,80(3):336-371.
  • 5Sampson V., Grooms J.. Science as Argument-Driven Inquiry: The impact on students' conceptions of NOS. Paper presented at the 2008 Annual International Conference of the National Association of Research in Science Teaching (NARST). Balt- imore, MD.
  • 6Sampson V., Gleim L.. Argument-Driven Inquiry to promote the understanding of important concepts &practices in biology. The American biology teacher, 2009, 71(8): 465-472.
  • 7何嘉媛,刘恩山.论证式教学策略的发展及其在理科教学中的作用[J].生物学通报,2012,47(5):31-34. 被引量:77
  • 8Sampson V., Grooms J., Enderle P.. New instruments that can be used by researchers to assess three different aspects of sc- ience proficiency. Paper presented at the 2011 Fall Conferen- ce for the Society for Research on Educational Effective- (SREE). Washington, DC.
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二级参考文献20

  • 1Toulmin S. E.. The uses of argument. London: Cambridge Un- iversity Press, 1958:87-99.
  • 2Erduran S., Simon S., Osborne J.. TAPping into argumentati- on:Developments in the application of Toulmin's argument pa- ttern for studying seienee discourse. Seienee Edueation, 2004, 88(6):915-933.
  • 3Driver R., Newton P., Osborne J.. Establishing the norms of scientific argumentation in classrooms.Science Education,2000, 84(3):287-313.
  • 4Kuhn D.. Science as argument: Implications for teaching and learning scientific thinking. Science Education, 1993, 77 (3): 319-337.
  • 5Driver R., Asoko H., Leach J. et al. Constructing scientific knowledge in the classroom. Educational Researcher, 1994, 23 (7):5-12.
  • 6Newton P., Driver R., Osborne J.. The place of argumentation in the pedagogy of school science.International Journal of Sci- ence Education, 1999, 21(5): 553-576.
  • 7Dusehl R., Ellenbogan K., Erduran S.. Promoting argumenta- tion in middle school science classrooms: A Project SEPIA e- valuation. A paper presented at the 1999 Annual Meeting of the National Association for Research in Science Teaching, Boston.
  • 8Felton M. K.. The development of discourse strategies in ad- olescent argument. Cognitive Development,2004,19(1):35-52.
  • 9Aufschnaiter C., Erdurane S., Osborne J. et al. Arguing to learn and learning to argue: Case studies of how students' ar- gumentation relates to their scientific knowledge. Journal of r- esearch in science teaching, 2008,45(1):101-131.
  • 10Sampson V., Walker J., Dial K. et al. Learning to write in undergraduate chemistry: The impact of Argument-Driven In- quiry.Paper presented at the 2010 Annual International Con- ference of the National Association of Research in Science Teaching (NARST), Philadelphia, PA.

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