从科学建构到信念实践的认识论——诺曼·莱德曼科学教育思想阐释

Epistemology from the Construction of Science to the Practice of Belief: An Interpretation of Professor Norman Lederman’s Thoughts on Science Education

诺曼·莱德曼是国际科学教育领域的领军学者,他在师生科学本质观和科学探究观方面的学术成就享誉国际,他还研究了职前和在职教师的学科知识、教学法知识和教师信念。除此之外,他培养了数位来自中国的博士、访问学者和一线科学教师。有鉴于此,文章缅怀莱德曼为中国科学教育的学术研究、国际比较、学生培养、教师培训,以及国际科学教育改革等方面作出的贡献,着重对科学素养的核心“科学本质观”的研究历程进行阐释,并从科学本质到科学探究揭示师生科学认识论的建构,最后诠释其从学到教科学实践的思想、演进与整合。莱德曼奠定了科学本质教育从学到教的发展路径,揭示了教师科学本质的认识论与教学实践的互动机制,推动了中美科学教育比较研究的方法论,为科学教育国际化及其人才培养国际化作出卓越贡献。

Professor Norman Lederman is a leading international scholar in the field of science education.He is internationally renowned for his academic achievements in the academic pursuit of the nature of science of teachers and students and of scientific inquiry,who also studies the subject knowledge,pedagogical knowledge and teacher beliefs of pre-service and in-service teachers.In addition,he has supervised several PHDS,visiting scholars and front-line science teachers from China.In view of this,in memory of his contributions to academic research,international comparison,student and teacher training and international science education reform in China,this paper focuses on explaining the research process of his view on nature of science,the core of scientific literacy,then reveals the construction of scientific epistemology of teachers and students from the nature of science to scientific inquiry.Finally,it explains the thought,evolution and integration from learning to teaching.As a leading figure in international science education,he paved the path for the development of science education from learning to teaching,revealed the interactive mechanism between teachers’epistemology of the nature of science and teaching practice,promoted the development of methodology of comparative research on science education between China and the United States,and contributed outstandingly to the internationalization of science education and the internationalization of talent cultivation.