基于科学论证视角的职前科学教师培养研究述评

A Review of the Research Literature on the Development of Pre-Service Science Teachers Based on the Perspective of Scientific Argument

目前基于科学论证的教学设计研究成果缺乏,且科学教师论证水平普遍较低,且未养成习惯。通过文献法,关注国际本主题相关实证研究成果,发现职前科学教师对科学论证具有不同的理解,科学论证对职前科学教师科学本质观、科学概念和论证能力有影响。基于文献总结,从培养论证能力的专业课程设置、社会性科学议题教学和学科知识强化等3个方面提出建议。

There are few research results of instructional design based on scientific argumentation.Moreover,the level of argumentation of science teachers is generally low,and the teachers have not developed the usual argumentation habits.The article focuses on the results of international empirical research on this topic through literature review.It is found that pre-service science teachers have different understandings of scientific argumentation,and the experience of scientific argumentation has an impact on the pre-service science teacher’s view of the nature of science,scientific concepts and argumentation ability.Based on the literature summary,suggestions are made from three aspects:professional curriculum setting for cultivating argumentation ability,teaching of socioscientific issues and strengthening content knowledge.