The Study Of Scientific Inquiry Teaching Upon The Perspective Of The Philosophy Of Science

Scientific inquiry has been becoming the core of science education, the theory on scientific inquiry instruction almost come from pedagogics and psychology , these theory discussed macroscopical inquiry instruction accelerated the development of scientific inquiry instruction. But, for the sake of opening out the meaning of scientific inquiry instruction, not only accepting the theory from pedagogics and psychology but also from Philosophy of science. Now, lacking systemic research on the theory of philosophy of science how to guidance scientific inquiry instruction.The thesis chose some typical persons, affairs and ideas, described generally educationists, psychologists and scientists'contribution to putting scientific inquiry in practice, and accordingly pointed out that in the course of performing scientific inquiry instruction we should pay regard to study of philosophy of science based on persistence in being under the direction of pedagogy and psychology (see Chapter 2 and Chapter3).From the perspective of ontology , the thesis clarified how various groups, such as those philosophy of science, sociology of science or sociology of scientific knowledge, understood what science is. And on base of which, the thesis constructed materialistic interpretation of science. At the same time, from perspective of practice and theory the thesis discussed how philosophy of science and scientists understood how science makes progress. And aiming at actual state of science education, the thesis proposed four essential and kernel element, namely,'problem','evidence','explaining'and'communication'(see Chapter 4). scientific inquiry instruction refer to a series of activity in which students were tutored by teacher, when are dead against the worth of inquiry questions, acquires evidence, makes explaining,proof-test and communication, at same time, understand the nature and value of science, develop scientific literacy.From the perspective of axiology, the aim of students'scientific inquiry is comprehensive understanding science, developing scientific literacy. In the present time science education has transferred its attention from science itself to the development of human being and society. In the background of STS education, developing students'scientific literacy is the ultimate aim, moreover, scientific inquiry is the exactly kernel idea of STS education and developing scientific literacy.Scientific inquiry of students does not only continue and develop inquiry of children. To perform'scientific'inquiry, we must pay attention to particularity of scientific inquiry. Scientific inquiry of students is different from which of scientists. Scientific inquiry of students is activity of study and kernel section of studying science. Superstition, pseudoscience and science are explanations of nature on the basis on daily experience. Students can build up scientific ideas through activity of scientific inquiry that is kernel impetus of transforming their ideas.With the development of science and technology, the artificial character of the world is boosting up. Therefore, to learn science well, an important precondition is trying to make students experience nature by themselves, and which asks teachers to create a good soft-circumstance of study based on their understanding of contemporary science (see Chapter 5).From the perspective of epistemology and methodology , hypothesis is basic attribute of science. Science is explanation of nature constructed by human being. But science is being science because it possesses unique research methods. In the course of scientific inquiry, problems run through activities of inquiry from the beginning to the end. Scientific fact is the footstone composing the system of science and knowledge. Forming scientific theory is a result of introjections of logos, intuition as well as sensibility. Scientific reasoning is essence of scientific thoughts. The hypothesis and constructed attributes of science determine important meaning of communication by which comprehension of science and nature for human being can be advanced (see Chapter 6).From the perspective of practice, developing students'ability of scientific inquiry is kernel value of scientific inquiry instruction which demands cooperating with other instruction fashions such as instruction and reading and so on. Instructional fashion of scientific inquiry dominates other instruction fashions, and performing scientific inquiry instruction should encompass those contents that deserve inquiry scientific inquiring. So far there is not any theory of philosophy of science that can completely annotate how science makes progress. The thesis discussed finally how all kinds of activities of scientific inquiry, such as those based on experiments, historical facts or STS subjects, reflect typical opinions in conception of philosophy of science (see Chapter 7).