| Science education as an important part of basic education is related to the development of science,technology,society and people's happy life.The cultivation of scientific literacy has always been the focus of science education.The outline of the national action plan for scientific literacy,which issued by the State Council,said that citizens should master technology and methods of science.Compulsory education junior high school science curriculum standards clearly put forward that students in middle school should comprehensively improve their scientific literacy.In 2001,China enacted New Curriculum Standards,in which students should learn science through scientific inquiry activities.Ten years later,the newly revised Compulsory Education Curriculum Standards further emphasized the importance of scientific inquiry.Although critical thinking has received wide attention internationally,there are still some problems in the development of measurements,such as insufficient understanding of the core components of critical thinking and less attention to scientific issues.Furthermore,in promoting the reform of basic education science teachers or science teachers directly face students as classroom guides.Their teacher beliefs directly affect the teaching effect and play a key role in promoting students' learning ability.Therefore,the purpose of this study is to develop a scientific critical thinking measurement to understand students' scientific thinking.Then,through intervention research to change beliefs of science teachers this study explores the influence of science teachers' belief on the scientific thinking abilities of middle school students.It provides important theoretical basis and empirical data for China to promote the reform pf science education and design the intervention training programs.The ideas and methods of this study are as follows:firstly,based on the critical thinking index system,the dimensions and operational definitions of scientific critical thinking measurement were defined by means of literature analysis and group discussion.And the scientific issue materials and contents were evaluated by means of expert consultation.The questionnaire survey method was used to test the preliminary test version of the scientific critical thinking measurement,and items were screened and modified by taking into account the results of project analysis and exploratory factor analysis.Then,reliability and validity tests were conducted for the retest version of the scientific critical thinking measurement.Then,a biology teacher and a geography teacher in the intervention group were trained for a short period of time by preparing intervention materials to change the teachers' understanding of science and science teaching.The teachers in the control group did not participate in the training.Finally,the influence of science teachers' belief change on the critical thinking,scientific nature and scientific inquiry of middle school students is investigated.The main results of this research showed that:First,the self-compiled scientific critical thinking measurement had a good reliability.The internal consistency coefficient of the topic 1 was 0.668,and the test-retest reliability was.649(p<.01);the internal consistency coefficient of the topic 2 was.651,and the test-retest reliability was.627(p<.01).Secondly,the topic 1 and the topic 2 respectively examined the four dimensions of analysis,evaluation,inference and reflective thinking.the topic 1 and the topic 2 were significantly correlated with the standard measurement(part of the Cornell critical thinking test),r=0.346(p<.01),r=0.183 p<0.01);Third,after two months of intervention,the results showed that the biology teachers and geography teachers in the intervention group had a deeper understanding of science,and the two science teachers'belief in science had changed.Fourth,the scores of students in the intervention group on most dimensions of scientific critical thinking and scientific nature,all dimensions of scientific inquiry were significantly higher than those in the control group.This suggests that changing the belief of science teachers effectively promotes the development of scientific thinking ability of middle school students,and further proves that deepening the understanding of science among science teachers is of great significance to promote the reform of science education. |
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