A Study On The Influence Of Science History Stories On Students' Views On The Nature Of Science

The nature of science is an important part of scientific literacy and an important part of science education.How to effectively promote students' understanding of the nature of science in science education is one of the important issues in science education research.In this study,a quasi-experimental method was used to investigate the influence of different history of science story designs on the nature of science in junior high school chemistry teaching with 62 ninth grade students as subjects,so as to provide reference for junior high school chemistry teachers to carry out the nature of science teaching.The meaning of this research in the first place in the nature of science,the course design and teaching methods such as literature research,on the basis of the analysis of "o 'clock" ninth grade chemistry in the days of the teaching material content,teasing out the discovery of "air" related to the teaching material content "Brownian motion" "atomic structure history" "ph indicator found" the essence of "burning" five science such as the theme,to collect the topics of the history of science,dig out the history of science in science and nature,compiled into a story contains the scientific nature of the history of science.Then,with 62 ninth-grade students from three classes as subjects,combining the teaching contents related to chemistry in junior high school,the teaching intervention of "history of science story","history of science story + reflection","history of science story + reflection + explicit nature of science" was carried out for the students in three classes.Before and after the teaching intervention,the revised liedman's open questionnaire on the nature of science was used to test the students' understanding and development of the nature of science.The results show that:(1)the three kinds of history of science story teaching interventions have an impact on the development of students' view of the nature of science,but in different aspects and degrees.The "history of science story","history of science story + reflection" and "history of science story + reflection + explicit nature of science" all have a promoting effect on seven aspects of students' view of the nature of science,reaching a very significant or extremely significant level.(2)there are differences in the influence of different history of science story teaching interventions on the development of students' view of nature,among which "history of science story + reflection" and "history of science story + reflection +explicit nature of science" have significantly better intervention effects than "history of science story".This study can provide a reference for the story of history of science to improve students' scientific literacy and implement the story of history of science in the stage of compulsory education.