在建构主义的影响下以课堂为主体对自然科学领域的研究外文翻译及原文.docx

在建构主义的影响下以课堂为主体对自然科学领域的研究外文翻译及原文.docx

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在建构主义的影响下以课堂为主体对自然科学领域的研究外文翻译及原文

毕业论文英文文献翻译

学生姓名

:

姜海然

系别

:

应用化学系

专业

:

化学

年级

:

2011级专接本

学号

:

201120607111

指导教师

:

王建芬

衡水学院教务处印制

原文

题目：

TheinfluenceofconstructivismonnatureofScienceasanareaofresearchandasaclassroomsubject

MehmetKARAKAS

ScienceTeachingDepartment

ArtvinCoruhUniversity

ArtvinEigitimFakultesi

CayagiziMahallesiArtvin,TURKEY08000

E-mail:

mkarakas73@

Received19Mar.,2007

Revised21Sept.,2007

Abstract

ThispaperisangeneralarticleabouttheinfluenceofconstructivismonnatureofscienceConstructivismhasinfluencedresearchontheteachingandlearningofnatureofscience,aswellasactualteachingofthenatureofscienceideas.Intheareaofresearch,aconstructivistlearningtheoryperspectivehasinfluencedresearcherstoshiftfromusingquantitativeresearchtechniquestousingqualitativeresearchmethodsininvestigatingthenatureofscienceinthescienceclassrooms.Intheareaofpromotingtheteachingofthenatureofscience,aconstructivistlearningtheoryperspectivehasinfluencedscienceeducatorstoshiftfrommerelyemphasizingtheteachingofthehistoryofscienceinscienceclassroomstosequencingininstructioninsciencelessonsandpromotionofbetterteacherpreparationprogramsintheuniversities.

Introduction

Sciencecurriculavarywidelyamongcountries,states,schooldistricts,andindividualschools.Themostvividdifferencesareconcernedwiththeparticularsciencetopicsorconceptstobeincluded.Suchdifferencesincourseandcurricularcontentareunavoidable,aseachcoursemustpresentonlyasmallsampleofthescientificgeneralizationsandprinciplesdrawnfromaconsistentlyandrapidlyexpandingdiscipline（Lederman,1992）.Thereisnoconsensusamongscienceeducatorsconcerningthespecificcontenttobeincludedincontemporarysciencecoursesoreventhemethodsandstrategiesofinstructiontobeused.However,thereappearstobestrongagreementonatleastoneoftheobjectivesofscienceinstruction.Thedevelopmentofan“adequateunderstandingofthenatureofscience”oranunderstandingof“scienceasawayofknowing”continuestobeconvincinglyadvocatedasadesiredoutcomeofscienceinstruction（AmericanAssociationfortheAdvancementofScience（AAAS）,1989,Lederman,1992）.Althoughthe“natureofscience”hasbeendefinedinnumerousways,itmostcommonlyreferstothevaluesandassumptionsinherenttothedevelopmentofscientificknowledge（Lederman&Zeidler,1987）.Thischaracterizationneverthelessremainfairlygeneral,andphilosophersofscience,historiansofscience,sociologistsofscience,andscienceeducatorsarequicktodisagreeonaspecificdefinitionforthenatureofscience（NOS）.Suchdisagreement,however,shouldnotbesurprisinggiventhemultifacetedandcomplexnatureofthehumanendeavorwecallscience.Moreover,similartoscientificknowledge,conceptionsofNOSaretentativeanddynamic:

Theseconceptionshavechangedthroughoutthedevelopmentofscienceandsystematicthinkingaboutitsnatureandworkingsdidtoo（Abd-El-Khalick&Lederman,1998）.However,attheend,thereisanagreement（eventhroughnotcomplete）aboutnatureofscienceamongscienceeducatorsthatscientificknowledgeistentative（subjecttochange）,empiricallybased（basedonand/orderivedfromobservationsofthenaturalworld）,subjective（theory-laden）,partlytheproductofhumaninference,imagination,andcreativity（involvestheinventionofexplanation）,andsociallyandculturallyembedded.Alsotwoadditionalimportantaspectsarethedistinctionbetweenobservationsandinferences,andthefunctionsofandrelationshipsbetweenscientifictheoriesandlaws（Lederman,Abd-El-Khalick,Akerson,2000）.

TheaimofthispaperistolookathowoneparticularlearningperspectivehasinfluencedtheresearchonNOSandthewaythenatureofscienceistaughtbyreviewingsomerelevantNOSstudies.Manyresearcherstakingdifferentresearchperspectiveshavedoneresearchinthenatureofscience.Thispaperexamineshowaconstructivistlearningtheoryperspectivehasinfluencedresearchonthenatureofscience,aswellastheteachingandlearningofthenatureofscience.Indoingso,thispaperdividesintothreeparts.ThefirstpartlooksatthehistoricaldevelopmentofthenatureofscienceanddiscussesthecurrentstatusofresearchontheteachingandlearningofNOS,aswellastheteachingandlearningofNOSinpre-collegeclassrooms.SecondpartdiscusseshowconstructivismhasinfluencedresearchontheteachingandlearningofnatureofsciencebyexamininghowresearchintheareaofNOSwasconductedpriortotheuseofconstructivismasalearningtheoryperspective.Inthethirdpart,thepaperexaminestheinfluenceofconstructivismonteachingandlearningofnatureofscienceideas