公民社会争议性科学议题论证水平调查研究——以职前科学教师为例

Research on the Public Argumentation about Socio-scientific Issues:Taking Examples of Pre-service Science Teachers

科学论证能力成为现代公民必备的核心能力。以南昌市107名职前科学教师为例,运用马丁(Martin)等人编制的科学论证水平量表,调查了公民的社会争议性科学议题论证水平。调查发现:公民社会争议性科学议题论证水平较低,主要体现在论证意识淡薄、论证架构不完整、不理解论证中反驳的重要性且论证水平与性别无关。另外,公民对社会争议性科学议题欠缺敏锐度。建议加强中小学生科学本质观学习,促进学生科学认识论形成;重视职前教师论证能力培养,书面论证与口头论证相结合;营造科学理性的社会氛围,开展社会争议性科学议题讨论。

The ability of scientific argumentation has become the essential core ability of modern citizens.The paper aims to illustrate citizens’understanding of argumentation over controversial scientific issues based on a study of pre-service science teachers by using measuring scale that was created by Martin et al in their study.In particular,it aims to illustrate how these teachers view the quality of arguments related to argumentation in the context of a socio-scientific issue on energy.The results suggest that the level of argumentation about socio-scientific issues of the citizens is relatively low,which mainly reflects their weak awareness of argumentation and incompetence in debating structure.They don’t realize the importance of refutation in an argumentation.There is no significant difference in the argumentation level in gender.In addition,the citizens under study lack sensitivity to socio-scientific issues.On the basis of the study,some suggestions are put forward:Strengthen science essence education in primary and secondary schools to engage students to learn scientific epistemology;attach importance to pre-service teacher’s argumentation ability and cultivate their ability by combining written and oral practices;create a scientific and rational social atmosphere and encourage discussions on socio-scientific issues.