基于知识整合教学理论的科学学习及实践探索

Science Learning Based on Knowledge Integration Teaching Theory and Practical Exploration

作为学校科学教育的重要补充,科技类博物馆的一些教育活动只有碎片化的知识点,而缺少居于核心的“科学概念”,不利于帮助学生构建知识体系。科学教育领域著名学者马西娅·C·林教授提出的“知识整合教学理论”也许能促进该问题的解决。本文在知识整合教学理论的指导下,以“永无止‘镜’”活动为案例,分析学习者如何在场馆进行科学概念学习,并探讨教育活动设计的策略与方法。

As an important complement to school science education,some educational activities in science and technology museums provide only fragmented knowledge points and lack core scientific concepts,which is not conducive to helping students build a knowledge system.The“knowledge integration teaching theory”proposed by Professor Marcia C.Lin,a famous scholar in the field of science education,can help to solve this problem.Guided by the knowledge integration teaching theory,this article takes the“Eternal Mirror”activity as a case study to analyze how learners can learn scientific concepts in science and technology museums and to explore strategies and methods for designing educational activities.