Research On The Influence Of Teaching With The History Of Science On The Science Concept Level And Views Of The Nature Of Science Of Pupils

One of the general objectives of the science curriculum for elementary school is to cultivate students' scientific literacy.The scientific literacy inherently includes the students' science concept and views of the nature of science.The concept is the basic element of knowledge,and views of the nature of science shapes the students' scientific thinking and scientific methods,which all determine the height of students' scientific literacy.The literature showed that the history of science is an extremely important teaching resource and material for science education.History has striking similarity,species theory believes that the development of individual cognition reproduces the development process of species cognition to some extent.Learning is a social activity in which people learn to become people and practice constantly.One must learn not only from his own mistakes,but also from the mistakes of others in the course of historical development.Therefore,the history of science helps teachers to predict and understand the difficulties students face in learning science,and also provides a reference case for the conceptual change of students.The history of science is a history of discovery and growing of science creators.It is also a collection history of scientific issues.The process of inquiry by science creators and the development of scientific concepts can encourage students to experience the joy and hardship of science inquiry,deepen students' understanding of the nature of science,and edify the character of students,and help them to form the scientific thinking and master the scientific methods.The educational value of the history of science is quite rich,and researchers at home and abroad also try to integrate it into the science classroom.However,the existing related research mainly focuses on middle school students,and the potential contribution of science history teaching in the science study of primary school students has been neglected.In order to clarify the specific impact of the teaching with the history of science on the science concept level and views of the nature of science of primary school students,and to better realize the core objectives of the science curriculum in primary schools,this study launched an educational experiment.Take the "Measurement of Time" unit in the fifth grade of the textbook as an example,and carry out research about the following issues:1.What is the impact of the teaching with history of science on the level of science concepts of primary school students?2.What is the impact of the teaching with history of science on the views of the nature of science of primary school students?In order to explore the above problems,this paper has compiled the experimental teaching plans and general teaching plans combined with the specific content of the "Measurement of Time" unit after analyzing the existing researches on the teaching with the history of science at home and abroad.Combined with the primary school science textbooks and science curriculum standards,the author compiled the “Time Measurement” unit concept level test volume under the guidance of the frontline teachers and experts,and selected the views of the nature of science questionnaire which is suitable for primary school students.The study selected two classes of students in the fifth grade of C city as the research object.The concept of “time measurement” unit pre-test and views of the nature of science pre-test shows that there was no significant difference between the experimental group and the control group before the start of teaching.Then,teaching the “Time Measurement” unit for the two groups of students with experimental lesson plans and general lesson plans respectively.The results of the survey showed that the teaching with the history of science made the experimental group “time measurement” unit concept post-test level and views of the nature of science post-test level significantly higher than the control group.The analysis of the survey results found that the key steps "learning history" and "design experiment" in the teaching with the history of science contributed to the improvement of the conceptual level of the experimental group and the development of the views of the nature of science.The specific attribution analysis is as follows:(1)The unique "learning history" step in the experimental teaching enables students to have a higher conceptual level;(2)the unique "learning history" step in the experimental teaching improves the students' beliefs of " the certainty and development of science knowledge ".(3)The "design experiment" step cared by experimental teaching enables students to have a higher conceptual level;(4)The "design experiment" step cared by experimental teaching promotes students' beliefs of " justification of science knowledge".In addition,the author also analyzed the post-test results of the "pendulum clock" theme and the results of "source of scientific knowledge" dimension,which were both not different significantly between experimental group and control group.Finally,based on the reflection on the teaching process and research results,the following recommendations are made for primary science education:(1)Science curriculum standards should integrate the history of science into the curriculum objectives appropriately;(2)Science teachers should deepen their beliefs about the educational values of the history of science;(3)The history of science incorporated in science textbooks should be diversified,detailed,and logical;(4)Science teaching should highlight the subjective position of students and guide students to explore science principles actively;...