小学科学教师科学探究观个案研究

发布时间：2018-04-10 20:17

本文选题：科学教师 + 个案研究　；参考：《华中科技大学》2015年硕士论文

【摘要】：教师对科学探究的认识将影响科学探究教学的实施与发展,但是目前对教师科学探究观的研究相对较少,因此,本研究将研究问题聚焦在小学科学教师的科学探究观上。本文在文献综述的基础上梳理科学本质和科学探究观的发展历程,提出本研究中的科学本质观和科学探究观,运用国际上公认的VNOS-D(科学本质问卷)和VOSI-S(科学探究问卷),调查小学科学教师的科学探究观。根据教师背景选择三个典型对象进行集中研究,深度剖析三位教师对科学和科学探究的认识,深入分析三位教师在科学探究观念上存在哪些偏差及迷思,最后从师资培训和教师自身两个维度提出改善教师科学探究观的建议。研究发现,三位科学教师的科学探究观均超过了传统水平,其中C教师已接近深刻水平。三位教师在“探究过程以问题为指导”和“数据收集与研究结论相一致”两个议题达成了共识,他们均认同在探究过程中问题的指导作用和研究结论必须与数据收集相一致,而在其它7个议题,他们或多或少存在分歧,主要存在以下迷思:科学探究与探究教学的概念混淆;不能区分实验与探究;盲目相信科学权威;不能区分证据、数据与结论的关系,并影响到结果等。根据以上研究结论,从师资培训和教师自身两个维度提出了改善对策。
[Abstract]:Teachers' understanding of scientific inquiry will affect the implementation and development of scientific inquiry teaching, but the research on teachers' view of scientific inquiry is relatively rare. Therefore, this study focuses on the scientific inquiry view of primary school science teachers.On the basis of literature review, this paper combs the development course of scientific essence and scientific inquiry view, and puts forward the scientific essence view and scientific inquiry view in this research.Using the internationally recognized VNOS-Dand VOSI-S (Scientific Inquiry questionnaire) to investigate the scientific inquiry view of primary school science teachers.According to the background of teachers, three typical objects are selected for concentrated research, and the three teachers' understanding of science and scientific inquiry is analyzed in depth, and what deviations and myths exist in the concept of scientific inquiry among the three teachers are analyzed in depth.Finally, some suggestions are put forward to improve teachers' view of scientific inquiry from the two dimensions of teacher training and teachers themselves.It is found that the three science teachers' view of scientific inquiry is higher than the traditional level, among which C teachers are close to the profound level.The three teachers have reached a consensus on the topics of "problem as the guide" and "data collection and research conclusions are consistent" in the process of inquiry. They all agree that the guiding role of the problem and the conclusion of the research must be consistent with the data collection in the process of inquiry.On the other seven issues, they are more or less divided, with the following main myths: the confusion between scientific inquiry and inquiry teaching; the inability to distinguish between experiment and inquiry; the blind belief in scientific authority; the inability to distinguish between evidence,The relationship between the data and the conclusion, and influence the results, etc.According to the above conclusions, this paper puts forward the improvement countermeasures from the two dimensions of teacher training and teachers themselves.
【学位授予单位】：华中科技大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.6

【相似文献】