A Teaching Model Of Strengthening The Ability Of Middle School Students To Understand The Nature Of Science By Permeation Of The History Of Science

The core concept of the science curriculum is to improve each student’s scientific literacy, and understanding the nature of science correctly is one of the core components of scientific literacy. However, some teachers’ error demonstrations, in today’s conventional teaching, making students’ scientific understanding is one-sided even wrong. Meanwhile, the adverse effects of scientism and anti-scientific thoughts on the social dimensions are also easily causing students’ poor results in liberal arts and science and resulting in students’ all-round development difficultly.Results of the study in domestic and foreign indicate that penetration teaching the history of science is an effective way to promote students’ understanding of the nature of science. Simultaneously, "explicit-reflections" way is more conducive to student’s understanding.In view of this, this study uses "explicit-reflections" to penetrate science history in teaching. Moreover, experimental teaching had been conducted to students of two classes which were selected from ninth grade, Hangzhou Caihe Middle School.Throughout the domestic research of model, most researchers use the "integration" model and Matthews’ modest goals model to teach the nature of science but these two teaching model are not universal. In actual teaching, teachers still need to make adjustments according to different knowledge property. Therefore, according to the different class types, I modified the teaching model of infiltrating the history of science respectively, they are: the "facts of learning" class type matches "IHVs situation-edify" and "self- guidance" model; "concept learning" class type corresponds to "target-lead-feedback" and "integration" model; "laws of learning" lesson type corresponds to "inspire-innovation" and "integration" model; the "method(skills)study" class type applications "inquiry-construction" model. In the experimental class implemented the model of using history of science, and the control class used the traditional teaching model.This research was mainly about the following aspects.Firstly, I translated the "The Next Generation Science Standards" of the United States which was released in April 2013, in which the nature of science was collated and analyzed. Secondly, the evolution of the nature of science and the researches of relevant domestic and foreign results are reviewed.Combing with middle school students’ physical and psychological rule of development and Chinese and American’s science curriculum standards. On these basis, the nature of scientific sense that our middle school students should have was constructed.Thirdly, in order to realize the nature of science sense in present states of middle school students, I self-prepared "middle school students’ conception of the nature of science questionnaire " which has high reliability and validity, and predicted the future of the students who took part in the experiment, and carried out the data analysis. Forthly, according to the different class types, I modified the teaching models of infiltrating the history of science and these models were used for the experiment teaching for a period of two weeks. "Substance classification" belongs to the "method study" class type and it adopts "inquiry-construction" model; both "electricity" and "nuclear power" belong to the "facts of learning" class type. "IHVs situation-mold" and "self-guiding" teaching models can be used to implement teaching respectively.After teaching experiments,the two classes of students were tested the conception of the nature again. Then I use SPSS19.0 statistical software to count and analyze the data. The results show that there are no significant differences between the two classes of understanding the nature of science before teaching. While experimental class of students’ nature of science have been greatly improved after the experimental teaching.It is evident that the teaching models of penetration the history of science that I modified for teaching to promote students’ understanding of the nature of science take effects to some extent.