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引导学生建构科学解释是科学教育的重要目标。本研究基于NOSE框架，以真实问题情境为研究任务，依次探索在提供结构性支架前后学生的科学解释能力表现。研究发现：被试多使用因果链、推断、一般规律性陈述、知识、必要条件和大观念等解释要素；教师群体中知识和一般规律性陈述的相对出现频率明显高于学生群体，因果链和推断的相对出现频率明显低于学生群体；共出现了因果机制演绎律、因果、演绎律、因果机制和因果演绎五种解释类型；提供科学规范的结构性支架能够有效提升学生科学解释的质量。本研究为理解和测量科学解释能力表现提供了一个可行的方法，同时也提出了一种提升学生科学解释能力的策略。
Abstract：Guiding students to construct scientific explanations is an important goal of science education. Based on the NOSE framework, this study explores the performance of students' abilities of providing scientific explanations for realistic physics problems with or without structural scaffolds. The results show that: Subjects mostly use the explanatory elements of causal chains, inferences, general law-like statements, knowledge, necessary conditions, and big ideas; The relative frequency of knowledge and general law-like statements is significantly higher for the teacher group than for the student group, while the relative frequency of causal chains and inferences is significantly lower than for the student group; Five types of explanation appear in the current study, i.e. Causal-Mechanical and Deductive-Nomological explanation, Causal explanation, Deductive-Nomological explanation, Causal-Mechanical explanation, and Causal Deductive-Nomological explanation. Structural scaffoldings effectively improve the quality of students' scientific explanations. The current study extended our understanding and measuring of scientific explanation, as well as a strategy for improving the ability of students' scientific explanations.
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基本信息:
中图分类号:G420
引用信息:
[1]高光珍,杨向东.真实问题情境下科学解释能力的表现及其提升策略[J].全球教育展望,2024,53(09):96-112.
基金信息:
全国教育科学“十三五”规划2020年度国家一般项目“素养导向的嵌入式测评系统研究”(项目编号：BHA200132)的研究成果