化学师范生科学论争能力的现状探究

发布时间：2018-05-15 01:37

本文选题：论争 + 论争能力　；参考：《上海师范大学》2013年硕士论文

【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。本研究试图以《中学化学实验研究》课程为背景探索化学师范生科学论争能力表现的情况，从而了解他们论争能力表现所处的水平，在各个论争元素上的具体表现和他们论争思考过程，以及影响他们论争能力表现的因素。本研究使用了问卷调查和访谈来获取数据，运用Toulmin论争模式对数据进行分析编码，并通过文献综述得出论争元素完整性、主张的数量、理由的数量和正确性、支援的正确性、论点的评估等方面来评判他们论争能力表现的水平，还有从论据来源探索影响他们论争能力表现的相关因素。研究结果发现：第一、目前，化学师范生的科学论争能力表现水平偏低。这主要体现为论争架构不完整，特别缺乏反驳来说明主张。几乎所有的化学师范生都能够提出自己的主张，但是不会主动用理论依据来表明资料与主张的因果关系，而且很少有对理论依据的合理性作出进一步的支持，即缺乏证据与理论间的连接。此外，在评估论点方面，他们主要以单一的证据进行解释说明。第二、化学师范生论争思考过程会因问题情境不同而有所变化，在本研究中他们论争思考过程类型主要体现为CDW。第三、影响化学师范的论争能力表现因素是多方面的，主要体现他们个人的内在认知结构，科学实践活动，对科学本质的认识以及自身的批判精神等。最后，在研究的基础上对提高化学师范科学论争能力提供了相关的建议，，并提出了研究的局限性和未来研究的方向。
[Abstract]:In recent years, with the recognition of the important value of debate in science education, debate has become one of the core issues of science education. This study attempts to explore the performance of students' ability to argue about science in chemistry normal school against the background of "Middle School Chemistry Experimental Research", so as to understand the level of their ability to argue. The concrete performance and the process of their argumentative thinking and the factors that influence their ability of argumentation. In this study, questionnaires and interviews are used to obtain data, and Toulmin argument model is used to analyze and encode the data. Through literature review, the integrity of argument elements, the number of arguments, the number and correctness of reasons, and the correctness of support are obtained. The evaluation of arguments and other aspects to judge the level of their ability to argue, as well as from the source of arguments to explore the relevant factors affecting their performance of the ability to argue. The results are as follows: first, at present, the students' ability to argue about science is on the low side. This is mainly reflected in the incomplete structure of the debate, especially the lack of refutation to explain the claim. Almost all chemical normal students are able to put forward their own claims, but they do not actively use theoretical basis to show the causal relationship between the data and the claims, and there is little further support for the rationality of the theoretical basis. The lack of a link between evidence and theory. In addition, in assessing arguments, they explain them primarily with a single evidence. Second, the process of debate and thinking of chemical normal school students will change with different problem situations. In this study, the types of the process of debate and thinking are mainly reflected in CDW. Thirdly, there are many factors that affect the performance of chemistry teachers' debating ability, which mainly reflect their internal cognitive structure, scientific practice, their understanding of the nature of science and their own critical spirit and so on. Finally, on the basis of the research, some suggestions are provided to improve the ability of the debate in chemistry teacher science, and the limitations of the research and the direction of future research are put forward.
【学位授予单位】：上海师范大学
【学位级别】：硕士
【学位授予年份】：2013
【分类号】：O6-4;G652

【参考文献】