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

1、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：The influence of constructivism on nature of Science as an area of research and as a classroom subject Mehmet KARAKASScience Teaching DepartmentArtvin Coruh University Artvin Eigitim F

2、akultesiCayagizi Mahallesi Artvin, TURKEY 08000E-mail: mkarakas73Received 19 Mar., 2007Revised 21 Sept., 2007AbstractThis paper is an general article about the influence of constructivism on nature of science Constructivism has influenced research on the teaching and learning of nature of science, a

3、s well as actual teaching of the nature of science ideas. In the area of research, a constructivist learning theory perspective has influenced researchers to shift from using quantitative research techniques to using qualitative research methods in investigating the nature of science in the science

4、classrooms. In the area of promoting the teaching of the nature of science, a constructivist learning theory perspective has influenced science educators to shift from merely emphasizing the teaching of the history of science in science classrooms to sequencing in instruction in science lessons and

5、promotion of better teacher preparation programs in the universities.Introduction Science curricula vary widely among countries, states, school districts, and individual schools. The most vivid differences are concerned with the particular science topics or concepts to be included. Such differences

6、in course and curricular content are unavoidable, as each course must present only a small sample of the scientific generalizations and principles drawn from a consistently and rapidly expanding discipline (Lederman, 1992). There is no consensus among science educators concerning the specific conten

7、t to be included in contemporary science courses or even the methods and strategies of instruction to be used. However, there appears to be strong agreement on at least one of the objectives of science instruction. The development of an “adequate understanding of the nature of science” or an underst

8、anding of “science as a way of knowing” continues to be convincingly advocated as a desired outcome of science instruction (American Association for the Advancement of Science (AAAS), 1989, Lederman, 1992). Although the “nature of science” has been defined in numerous ways, it most commonly refers t

9、o the values and assumptions inherent to the development of scientific knowledge (Lederman & Zeidler, 1987). This characterization nevertheless remain fairly general, and philosophers of science, historians of science, sociologists of science, and science educators are quick to disagree on a specifi

10、c definition for the nature of science (NOS). Such disagreement, however, should not be surprising given the multifaceted and complex nature of the human endeavor we call science. Moreover, similar to scientific knowledge, conceptions of NOS are tentative and dynamic: These conceptions have changed

11、throughout the development of science and systematic thinking about its nature and workings did too (Abd-El-Khalick & Lederman, 1998). However, at the end, there is an agreement (even through not complete) about nature of science among science educators that scientific knowledge is tentative (subjec

12、t to change), empirically based (based on and/or derived from observations of the natural world), subjective (theory-laden), partly the product of human inference, imagination, and creativity (involves the invention of explanation), and socially and culturally embedded. Also two additional important

13、 aspects are the distinction between observations and inferences, and the functions of and relationships between scientific theories and laws (Lederman, Abd-El-Khalick, Akerson, 2000).The aim of this paper is to look at how one particular learning perspective has influenced the research on NOS and t

14、he way the nature of science is taught by reviewing some relevant NOS studies. Many researchers taking different research perspectives have done research in the nature of science. This paper examines how a constructivist learning theory perspective has influenced research on the nature of science, a

15、s well as the teaching and learning of the nature of science. In doing so, this paper divides into three parts. The first part looks at the historical development of the nature of science and discusses the current status of research on the teaching and learning of NOS, as well as the teaching and le

16、arning of NOS in pre-college classrooms. Second part discusses how constructivism has influenced research on the teaching and learning of nature of science by examining how research in the area of NOS was conducted prior to the use of constructivism as a learning theory perspective. In the third part, the paper examines the influence of constructivism on teaching and learning of nature of science ideas