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应用内容分析法对近二十年国际科学概念学习的研究文献进行分析,结果显示自20世纪90年代后,科学概念学习研究受概念转变理论和建构主义思潮的双重影响,研究者将概念转变过程看作是科学知识建构的过程,从认识论因素、概念结构、思维与推理及问题解决等方面深化对科学概念学习的研究;在概念学习研究内容和研究方法上,趋向通过学科核心概念或原理整合科学概念学习的研究结果,注重开发科学规范的概念量表获得有关学生科学概念学习的有效证据;重视科学概念教学策略的开发和教学工具的具体化,发挥计算机技术在促进科学概念学习方面的作用。
Abstract：Using content analysis approach to analyze international research literature about scientific concepts learning in recent twenty years, it shows that researchers viewed conceptual change process as a process of knowledge construction since 1990 s. Furthermore, researches of conceptual learning deepened from the epistemological, conceptual structure, thinking and reasoning and problems solving. The conclusion pointed the study tended to integration of research results by subject core concepts or principles, and focus on the development of scientific concept inventory to obtain the effective evidence of conceptual change. Lastly, computer technique played a dominant role in developing the concrete teaching strategies and teaching tools.
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基本信息:
中图分类号:G420
引用信息:
[1]卢姗姗,毕华林.近二十年国际科学概念学习研究的内容分析[J].全球教育展望,2015,44(04):19-27+18.
基金信息:
国家社会科学基金教育学一般课题“社会发展视域下中学理科课程的适切性研究”(课题编号:BHA140081)研究成果
2015-04-15
2015-04-15