ABSTRACT

Comenius (1592–1670) has been widely studied in educational research, although limited work has addressed his thinking about science education comprehensively. His Pansophist philosophy led him to believe that science was a necessary subject for all (Omnes). Comenius emphasised useful scientific knowledge and core principles (Omnia). He espoused the idea of sequence, from the importance of sensory experience to the way scientific content is organised (Omnino). For modern science education, those ideas still urge the mission of spreading science education, support the trends in science curriculum discourses, and emphasise hands-on experiences and sequential teaching and learning. Although Comenius’s ideas were perhaps minor compared with those of Descartes, they suggest an alternative worldview connecting students to the world and encouraging them to engage with contemporary problems such as the environmental crisis. In particular, a case of Korean science education reform reasserts the universal implications of Comenius’s systematic viewpoint on science education.

摘要

柯门纽斯（1592-1670）在教育研究中得到了广泛的研究，尽管有限的工作全面地解决了他关于科学教育的思想。他的泛主义者哲学使他相信科学是所有人的必修课（欧姆尼斯）。Comenius强调了有用的科学知识和核心原理（Omnia）。他拥护顺序的概念，从感官体验的重要性到科学内容的组织方式（Omnino）。对于现代科学教育而言，这些思想仍然敦促传播科学教育的使命，支持科学课程的发展趋势，并强调动手经验和顺序教学。尽管Comenius的思想与笛卡尔的思想相比也许微不足道，但它们提出了一种替代性的世界观，将学生与世界联系起来，并鼓励他们解决诸如环境危机之类的当代问题。特别是，以韩国科学教育改革为例，重申了夸美纽斯的科学教育系统观点的普遍含义。