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Students’ Views of Nature of Science
Science & Education ( IF 2.8 ) Pub Date : 2021-01-09 , DOI: 10.1007/s11191-020-00179-7
Hagop A. Yacoubian

Nature of science (NOS) is considered an important aspect of scientific literacy. Despite efforts in guiding school students to develop more adequate NOS views, little is known about the long-term retention of students’ post-intervention views. Retention of adequate NOS views is needed for functioning as scientifically literate citizens. Moreover, little is known about the long-term impacts of NOS interventions, important for evaluating their potentials in contributing to the preparation of scientifically literate citizens. This study reports on the results of four case studies through which the researcher examines the developments of four students’ NOS views over a 13-year period. More specifically, the study sheds the spotlight on students’ long-term retentions of their NOS views as well as the long-term implications of a NOS intervention. During the academic year 2006–2007, the researcher—a high school science teacher at the time—had designed and taught an Honors Biology course, using a consensus framework of NOS as its focus, contextualized within rich science content, and embedded within an explicit–reflective method. The researcher analyzed existing data from 2006-2007. He also collected and analyzed new data in 2019. The findings of these case studies show that the four students benefited from the NOS intervention in the short term, yet their patterns of retaining their NOS views were quite different in the long term. The results showed that it is not possible to assume that a NOS intervention with the characteristics described above and delivered within the setting of an Honors Biology course would necessarily have a long-term impact on students’ views of NOS. The findings of this study are discussed in terms of who benefits from NOS instruction at the school level. Questions are generated and hypotheses are proposed for further investigation.

中文翻译:

学生对自然科学的看法

科学本质(NOS)被认为是科学素养的一个重要方面。尽管努力引导学校学生发展更充分的 NOS 观点,但对学生干预后观点的长期保留情况知之甚少。作为具有科学素养的公民,需要保留足够的 NOS 观点。此外,对 NOS 干预措施的长期影响知之甚少,这对于评估其在促进科学素养公民的准备方面的潜力很重要。本研究报告了四个案例研究的结果,研究人员通过这些案例研究了 13 年间四名学生的 NOS 观点的发展。更具体地说,该研究重点关注学生对 NOS 观点的长期保留以及 NOS 干预的长期影响。在 2006-2007 学年期间,研究人员——当时的一名高中科学教师——设计并教授了一门荣誉生物学课程,以 NOS 的共识框架为重点,在丰富的科学内容中进行情境化,并嵌入到明确的——反射法。研究人员分析了 2006-2007 年的现有数据。他还收集和分析了2019年的新数据。 这些案例研究的结果表明,这四名学生在短期内从NOS干预中受益,但从长期来看,他们保留NOS观点的模式却大不相同。结果表明,不可能假设具有上述特征并在荣誉生物学课程范围内进行的 NOS 干预必然会对学生对 NOS 的看法产生长期影响。本研究的结果讨论了谁从学校层面的 NOS 教学中受益。产生问题并提出假设以供进一步调查。
更新日期:2021-01-09
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