“显性”科学本质教学与论证结合对学生科学本质观影响的研究综述

Review on the Influence of Integrating Explicit Approach with Argumentation on Students’ Views of Nature of Science

科学教育文献建议运用"显性"教学提高学生对科学本质的理解,但其有效性仍有待加强。近年来,论证领域的新兴研究表明,学生参与论证对提高他们的科学本质观具有积极的促进作用。为了更好地提高学生的科学本质观,在梳理国际科学本质教育文献的基础上,探讨了"显性"科学本质教学与论证相结合的教学方法的研究脉络、研究方法及影响教学效果的因素。以期为教师进行有效的科学本质教学提供参考和建议,并对未来有关科学本质的有效教学的研究提供基础。

The literature suggests using explicit nature of science teaching to improve students’ understanding of the nature of science(NOS), but the effectiveness of this approach still needs to be strengthened. In recent years, emerging research in the field of argumentation has shown that student participating in argumentation has a positive effect on improving their views of nature of science. Based on the review of international NOS education literature, this study explored the influence of integrating explicit nature of science teaching and argumentation to improve learners’ views of nature of science. This study provided recommendations for teaching nature of science. And it also provides a basis for relevant research on effective nature of science teaching in the future.