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首页> 外文期刊>Journal of Science Teacher Education >Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology
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Explicit Reflective Nature of Science Instruction: Evolution, Intelligent Design, and Umbrellaology

机译：科学教学的显式反射性质：进化，智能设计和伞形学

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The investigators sought to design an instructional unit to enhance an understanding of the nature of science (NOS) by taking into account both instructional best practices and suggestions made by noted science philosopher Thomas Kuhn. Preservice secondary science teachers enrolled in a course, “Laboratory Techniques in the Teaching of Science,” served as participants in action research. Sources of data used to inform instructional decisions included students’ written reaction papers to the assigned readings, transcribed verbal comments made during class discussions and other in-class activities, and final reflection essays. Three iterative implementations of the instructional unit were attempted. The objectives of the study were essentially met. The instructional unit was able to provoke preservice teachers into wrestling with many substantive issues associated with the NOS. Implications concerning the design of explicit reflective NOS instruction are included.
机译：研究人员试图设计一个教学单位，以兼顾教学最佳实践和著名科学哲学家托马斯·库恩（Thomas Kuhn）提出的建议，从而加深对科学本质（NOS）的理解。参加了“科学教学中的实验室技术”课程的职前中学科学教师是行动研究的参与者。用于指导教学决策的数据源包括学生对指定阅读材料的书面反应论文，在课堂讨论和其他课堂活动中转录的口头评论，以及最后的反思论文。尝试了教学单元的三种迭代实现。基本上达到了研究目的。教学单位能够激发职前教师努力解决与NOS相关的许多实质性问题。包括有关显式反射NOS指令设计的含义。

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