实践转向的科学论证教学:国际研究新进展

The Practice Turn of Scientific Argumentation Teaching:New Development of International Study

随着结构式论证教学中出现的问题、困境,以及美国科学教育课程文件《K-12框架》的颁布,研究者开始强调实践转向的科学论证教学。新的研究将教学本质视为认识论实践,提出融合式教学模式,产生了更加多元的教学结果。它反映了如下的趋势和特点:一是更加关注将实践认识论作为教学干预的评估目标;二是越来越多的学者试图从社会文化的视角理解学生在论证中的学习和发展;三是深入探究教师的教学实施。科学论证对于学生科学素养的整合发展具有重要的教育价值。

The related research on scientific argumentation teaching in the new stage regards the nature of scientific argumentation interventions as epistemic practice, proposes the immersive teaching model and generate multiple teaching results, which reflect the following characteristics and trends. First, epistemologies in practice has been more concerned as the evaluation goal for teaching intervention. Second, more and more scholars try to understand students＇ learning and development from sociocultural perspective. Third, teachers＇ teaching implementation is investigated deeply. Scientific argumentation has significant educational value for integrated development of students＇ scientific literacy. This paper reviews the recent international studies, which has the important practical implications for China＇s new round science education curriculum reform based on key competencies.