Concept-Based, Process-Oriented Science Learning

Since the middle and late19th century, natural science large-scale entered theschool education; all kinds of education thoughts and psychology genres haveprofound impacts on science learning. But it is not enough that the theoretical basis ofscience learning only relies on the pedagogy and the psychology. Because thesetheories only solved the problem of “learning” in “science learning”, which is thecommon problem in learning, but they can’t solved the "Science" problem, which is theparticularity problem of science learning. To solve the particularity of science learning,we need to expand the perspective of thinking.To the contemporary philosophy ofscience as the foundation, we are going to take science learning as a special way todeal with.The essay first illustrates the position and relationship of science learning andphilosophy of science in science education. Then, it reviews literatures related withphilosophy of science, science education and science learning theories. The study findsthat some researches still lack of independence and self-origin. Although sciencelearning has the basic characteristics of human learning, it can not equal with usuallysense of learning. Science as the most outstanding activity must have its particularitiesand essential characteristics different with other activities. Therefore, this paper try totaking philosophy of science as the theoretical basis, discussing about basic theoryproblems of science learning, mainly discussing the origin, process, result and thenature of the science learning.The paper divides the philosophy of science into epistemology and ontology fromthe point of “basic philosophy”. Among them, the discussion of epistemology laid thebasic thought for the research of science learning’s “origin”,“process” and “result”.Ontological discussions provide a theoretical basis for “the nature of science learning”.·The origin of science learning: Origin problems are the most basic problem ofscience learning. Basically, people’s commonsense cognition to the origin of ScienceLearning is based on the positivism. It takes the origin of science learning to thestudents’ brain after “purified”, it is hoped that through the origin of certainty toachieve the results of certainty. It initiated another important issue which closelyrelated to origin: the nature of induction and the role of repetition in science learning,which together makes up the foundation stone with “certainty” for the positivism origin of science learning. After discussed the positivism origin of science learning, theessay turns to critical introspection to “certainty” and “repetition” from physiology,logic and psychology.Finally, the essay reconstructs the origin of Science Learningfrom critical rationalism.·The process of science learning: The study of the process of science learning isthe inheritance of the origin of science learning. Science learning originates in thestudents’ subjective expectations, and when these expectations can’t adapt to the currentevents, it produces the original problem. Student’s initial problem is fuzzy; theyunderstand problems through trial and error, also through trial and error to solveproblems, which mixed with interaction and conflict of people’s nature and scientificattribute. This process penetrates the creative thinking of “bold Conjectures” andcritical thinking of “strict refutations”.·The results of science learning: Scientific concept and scientific knowledge has aconsiderable degree of similarity, but for the results of science learning,“knowledge”often means “individual”,“static” and “constant”; but “concept” means “structured”,“dynamic” and “developed”. This kind of nuance in vocabulary usage reflects ourexpectations on the results of science learning: through the science learning, studentsgain cognition of structured, dynamic and developed. The “structured” of concept isthe central issues of this part. Through the analysis of the characteristics and propertiesof students’ concepts, and its similarities and differences with scientific concept, theessay discusses students’ concept transformation from the structure and paradigmtransformation.·The nature of science learning:After dealing with the basic epistemological issueof science learning.The essay turns to some discussions of ontology. Based on theThree Worlds theories, the ontology of science learning is students’ subjective world(world2), but the body is not isolated exist; it must be placed in the three worlds’mutual relations to re-examine the nature of science learning, namely the three worlds’interaction. Finally, the essay returns to the epistemological category, constructsobjectivism epistemology based on the Three Worlds theories.