“科学探究”缘何变身“科学实践”?——解读美国科学教育框架理念的首位关键词之变被引量：135

From Scientific Inquiry to Scientific Practices?——Interpreting an Essential Change in American National Framework for Science Education

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摘要在美国科学教育新框架中,首位关键词由"科学探究"变为"科学实践",这一变更折射出近20年来美国科学教育研究者扭转课堂探究模式化倾向的努力。探究模式化的根源,可追溯到"科学(实验)方法"和"科学(思维)方法"在美国科学教育史上的主导地位。框架使用"科学实践"一词,凸显了融合社会、认知、行为三个维度的实践观。其实施要求理论性探究在课堂探究活动中占主导地位,并要求科学作为社会性活动的特质在课堂上得到充分施展。 Abstract： In A Framework for K-12 Science Education： Practices. Crosscutting Concepts, and Core Ideas （NRC, 2011） , an essential change is that scientific inquiry, a term pervading NSES （NRC, 1996） and science education literature over the past two decades, is replaced hy a new term, scienlifie practices. This change reflects Ihe efforts from American science education researchers in reconstructing the image of classroom inquiry, which has been misinterpreted by many as a synonym fur scientific method, a type of formalistic accounts dominating American seienee education history. Using the term scienlifie practiees, the framework put science-related pracliees in social, cognitive, and hehavioral dimensions on equal footing. Its implementation will then require in science classrooms a leading position for theoretical inquiries and processes that can represent the features of science as social activities.

作者唐小为丁邦平

机构地区西南大学教育学部基础教育研究中心首都师范大学教育学院科学教育研究中心

出处《教育研究》 CSSCI 北大核心 2012年第11期141-145,共5页 Educational Research

基金全国教育科学"十二五"规划国家一般课题"社会性课堂学习环境对科学探究有效性的影响"(课题批准号:BFA110052)的阶段性研究成果

关键词科学探究科学实践科学方法 scientific inquiry, scientific practices, scientific method

分类号 G571.2 [文化科学—教育技术学]

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