Investigation And Analysis Of High School Teachers And Students' Understanding On Nature Of Science

The cultivation of student scientific literacy is one of the main goals of science education in many countries.One of the important manifestations of students'science literacy is the understanding of the nature of science?NOS?.At present,although there have been many studies on view of nature of science research?VNOS?in China,the education of the NOS has not given enough attention during the teaching process.In addition,there is a lack of deep views on the correlation between high school biology teachers'VNOS and that of their students.In order to investigate the influences of biology teachers'VNOS on that of their students,the following methods were used:literature review,questionnaire,content analysis.First,this paper combed the development of the connotation of the NOS by reading the literature and established the connotation of the NOS involved in this study?including"scientific world view","science inquiry activities"and"scientific undertaking"?.Secondly,through the questionnaire survey,the current status of the VNOS of high school biology teachers and students were investigated and analyzed,and the impact of the understanding of the biological nature of the biology teachers on the students'NOS were be analyzed.Finally,through the content analysis method,this study analyzed the difference in the content of the instructional designs of case teachers.This paper draws the following conclusions:?1?There is a significant correlation between the teachers'VNOS and their students'VNOS(F_1,11=136.69,P<0.001),that is,teachers'VNOS will affect that of the students',so to improve the students understanding of the NOS,we can improve the teachers'VNOS.?2?Most high school biology teachers'NOS and students'NOS conceptions were close to modern VNOS,however,there are still a small number of teachers and students hold the traditional VNOS,and there is still a gap with the viewpoints of male students and female students?overall score:P=0.893;scientific world view:P=0.708;science inquiry activities:P=0.978;scientific undertaking:P=0.981?.?4?The scoring rate of the"science inquiry activity"dimension is lower than that the"science world"dimension and the"science career"dimension.This situation exists not only between teachers,but also between their students,which imply that both teachers and students need to further strengthen their understanding of the nature of the“science inquiry activity”dimension.So,in the education of understanding of the NOS,it is must be pay more attention to the education of the nature of"science inquiry activities".?5?The NOS embodied in the teaching design of teachers that understand the NOS are more than the teacher who do not understand the NOS,and both of them are mostly invisible in the scientific nature of instructional design.So in the teaching,the education for students may also be more prone to covert education.The results of this study have potential significance in the education of the nature of modern science.First of all,the biological nature of biology teachers still needs to be improved.It is suggested that relevant experts and scholars should organize more related trainings,especially in the understanding of the nature of scientific inquiry activities;Secondly,it is recommended that more experimental activities need to concluded in biological textbooks,especially the exploratory experiments;Thirdly,teachers are advised to try their best to make students to participate in experiments during teaching process,especially the scientific inquiry experiments;Finally,it is recommended that biology teachers are able to recognize the NOS as one of their teaching goals in the process of instructional design.Besides,in the relevant teaching and research activities,more attention should be paid to the achievement of the objective education of science,and it can be used as the basis for assessment.