The Strategy Research On "Explicit" Nature Of Science Teaching Based On "A Mixed Method" In High School Biology Teaching

The "Nature of Science" is the epistemology of science,and science is seen as a way of knowing at this point.Learning about the nature of science can help students to understand the characteristics of natural science,to clarify the process of scientific knowledge generation,to establish biological concepts,and to implement core literacy in biology.By making the nature of science a cognitive goal in an "explicit" way,by using "a non-integrated method" to implement activities specifically directed to the nature of science,or by using "an integrated method" to teach science knowledge and the nature of science together in science courses,students' understanding of the nature of science can be enhanced to some extent.If the two methods can be effectively integrated into "a mixed method" to complement each other's strengths and weaknesses,the results will be even more significant.The literature shows that there is little research in this area in China,so an attempt was made to develop teaching strategies using "a mixed method" and "explicit" method as a guide.This research used literature research,questionnaires,interviews,and educational experiments to develop "explicit" teaching strategies for the nature of science based on "a mixed method" and to explore the effectiveness of the teaching strategies.Firstly,this research used student questionnaires and teacher interviews to understand students' and teachers' understanding of the nature of science and the problems in implementing the nature of science teaching.Secondly,this research analyzed the necessity of using "a mixed method" to solve the current problems.This research reviewed the scientific nature of the activities in the "a non-integrated method" and the material in the "an integrated method" in the HSS Biology Compulsory Course 1.Thirdly,this research developed "a mixed method" teaching strategies and design teaching with the "5E" teaching model,argumentative teaching and the five-step teaching method as my guide.Finally,this research measured the changes in students' view of the nature of science in the experimental and control groups before and after comparing them through an educational experiment.The experimental results show that the "explicit" teaching of the nature of science based on "a mixed method" has the following effects: Firstly,"a mixed method" can significantly improve students' understanding of "scientific knowledge is based on empirical evidence," "scientific knowledge is influenced by society and culture," "some scientific knowledge is the product of human imagination and creativity," and "The difference between observation and inference".Secondly,compared to conventional teaching,"a mixed method" do not significantly improve students' understanding of "the subjective nature of scientific knowledge" and "the temporary nature of scientific knowledge".In order to better implement "a mixed method" in front-line teaching,the following pedagogical suggestions are made: Firstly,the relationship between the nature of science and core literacy in the material should be clarified before implementing "a mixed method".Secondly,"a non-integrated method" and "an integrated method" should point to the same essential goals of science and use the same types of activities.Thirdly,the implementation of the "a mixed method" should emphasize the teaching of scientific knowledge.Fourthly,the implementation of "a mixed method" should emphasize problem guidance and student activities.Fifthly,the background information on the history of science and social science topics used in the implementation of the "a mixed method" should be brief and concise.It is hoped that the results of this research will serve as a reference for science education researchers and teachers.