Comparative Analysis On Science History In Biology Textbooks Of Chinese And Canadian High Schools Based On Nature Of Science

Biology key competences should be improved for senior high school students emphasized by ordinary senior high school biology curriculum standard(2017 edition).This can be realized by understanding the nature of science based on the biology curriculum because scientific essence is an important part of the subject key competence.Textbooks are not only an important resource for curriculum contents but also an important carrier of the essence of science including many the history contents of science.Therefore,the learning of history of science is an effective way to understand the essence of science.Chinese senior high school curriculum concepts and objectives are similar with and those in Canada.At the same time,both Chinese and Canadian high school curriculum standards all emphasize the nature of science teaching and the excellent ability teaching of inquiry.Ontario education quality is very excellent in Canada and its textbooks have been the model of biology teaching in Canadian high schools.Based on what described above,the nature of science contents,including numbers,theme,present positions,and whole embodiment of nature of science,as well as dimensions embodiment of scientific enterprise,scientific inquiry and scientific knowledge in biology textbook of Grade 11 in Ontario(Abbr.Canadian textbook)and in biology textbook named molecular and cell published by people's education press in 2019(Abbr.Chinese textbook)were compared.The results are as follows:(1)The number of scientific history in Chinese textbook is higher than that in Canadian textbook.(2)The nature of science themes are more focused on the reality of life and patriotism in Canadian textbooks.But those in Chinese textbook pay more attention to the subject development and scientific nature.(3)The most scientific history contents are put in the "body text" both in the two country textbooks,but the scientific history contents are distributed more averagely in Chinese textbook.(4)In Chinese textbook,the history of science focus on the describing of possessiveness and accumulation of science knowledge,is followed by cognition and predictability,but is with few relativity and limitations.Differently,the contents of the history of science in the textbooks of Canada have none describing on the prediction of scientific knowledge,but have same explaining on accumulation,cognition,demonstration,limitation and temporality of scientific knowledge.(6)In Chinese textbook,the history of science is tended to show “scientific collaboration” butless focus on scientific knowledge and technology,few is about scientist itself and without any interesting in relationship of science and society.Both in Canadian and Chinese textbook,the contents of the history of science pay same attention to scientific collaboration,scientific knowledge and technology,as well as relationship of science and society.But Canadian textbook nearly do not concern scientist itself.(7)In Chinese textbook,the contents of the history of science more describe the nature of science of scientific knowledge,followed by scientific research and scientific inquiry.However,those in Canadian textbook are inclined to describe the nature of science of scientific research and scientific inquiry,followed by scientific knowledge.Based on the comparison results what mentioned above,it is suggested that teachers should teach the history of science according to the nature of science,which benefit with students to understand the nature of science and clarify the objective of the nature of science during teaching process,so as to improve the core accomplishment.As far as teachers are concerned,they should master professional knowledge and continuously understand the connotation of the nature of science so as to conduct a thorough and clear analysis and teaching of the content of the history of science.A case were designed as sample.