摘要
近年来,随着科学教育者对论争在科学教育中重要价值的认识,论争成为了科学教育的核心议题之一。本研究试图通过对化学师范生科学论争能力表现的调查,进而了解他们论争能力表现所处的水平,本研究采用了问卷调查和访谈来获取数据,并运用Toulmin论争模式对数据进行分析编码,以描述和呈现化学师范生论争能力表现。研究结果表明,化学师范生的科学论争能力表现水平偏低且其论争思考过程因问题情境不同而有所变化。另外,研究也注意到影响化学师范的论争能力表现因素是多方面的,包括个人的内在认知结构,科学实践活动,对科学本质的认识等。
Argumentation recently becomes an important issue in science education, with the impor- tant value of scientific argumentation recognized. In this study, we try to evaluate the level of nor-mal school chemistry students＇ capabilities based on the investigation on their performance in scien- tific argumentation. The data were collected by using the questionnaires and interviews, and then they were analyzed and coded to describe students＇ performance in the scientific argumentation. The result presents that normal school chemistry students perform a low capability level in the scien- tific argumentation, and their thinking in a argumentation are changed when they are in different problem situations. In addition, the study shows that many factors influence on the normal school chemistry students＇ capabilities in argumentation, including individual schema, practical activity and knowing on the nature of science, etc.
出处
《全球教育展望》
CSSCI
北大核心
2014年第4期121-128,共8页
Global Education
关键词
科学论争能力
论争水平
师范生
scientific argumentation
the level of argumentation
normal school student
