Practical Research On The Penetration Of The View Of The Nature Of Science In Biology Classroom Teaching

The 21st century is an era of rapid technological development,which has not only brought many conveniences to people's lives,but has also placed higher demands on their scientific literacy.It is important to understand basic scientific knowledge,master the basic scientific method,establish scientific concepts,have a sense of respect for science,and be able to use science to solve real-life problems in life.In other words,this is the scientific literacy required of citizens.For the student body,it also includes an understanding of the nature of science and the application of scientific skills.Schools are the main place where students learn and teachers are the main guides of the learning process.In order to improve students' scientific literacy and build a sound understanding of the nature of science,the role of the teacher is extremely crucial.Teachers,in turn,should be acutely aware of this and understand their responsibilities and obligations in this process.It is therefore necessary to examine teachers' views of the nature of science and to study their educational and teaching practices.To illustrate whether teachers are effective in facilitating the development of scientific cognition in their students,and thus their view of the nature of science.This study uses literature research method,questionnaire survey method,interview method and classroom observation method to investigate the current situation of the nature of science view of the research subjects,to clarify what needs to be further explored according to the results of the questionnaire survey,and to formulate an interview outline and conduct interviews with teachers to understand teachers' intention to teach the nature of science and the effect of classroom teaching,and to further explore the factors affecting teachers' teaching of the nature of science.It was found that the current state of the teachers' and students' views of the nature of science studied in this paper were of a modern view of the nature of science.However,the analysis of the data revealed that students' understanding of the nature of science is not ideal and there is room for improvement.Through interviews with teachers,it was found that in practice,due to the pressure of teaching,their own limited experience in teaching about implementing the essence of science,and the lack of attention from schools,The result is that teachers often neglect to develop a scientific outlook on the nature of their students.With the aim of teaching the nature of science in the biology classroom,the research process involved communicating with the teachers and agreeing on a way to teach the nature of science.This was followed by collaborating with the teachers to design a case study on teaching the nature of science and applying this teaching design to the experimental class.In order to illustrate the effectiveness of the design in promoting students' understanding of the nature of science,a class at the same level as the experimental class was selected as a control class and regular teaching was carried out in the control class.After a period of teaching practice,a questionnaire survey was again administered to students in both classes.According to the results of the survey,it was found that students' understanding about the nature of science in the two classes produced significant differences.In the experimental class where the nature of science teaching case was implemented,the understanding of the nature of science was significantly higher.This leads to the conclusion that teaching the nature of science in the classroom can significantly improve students' understanding of the nature of science.Based on the findings of this study,further strategies that can effectively facilitate teachers' teaching of the nature of science in the classroom are proposed at both the teacher and school levels.It also elaborates on areas for future improvement based on the shortcomings in this study.