科学教育中的知识、方法与信念——基于科学哲学的考察

doi:10.16382/j.cnki.1000-5560.2020.07.009

摘要/Abstract

摘要： 科学教育强调学生理解科学的本质，而不仅仅是知识，这是因为科学与社会之间的联系越来越紧密，凸显了将科学看作了解世界的方式在认识论上的重要性。出于个体认识论的需要、科学研究的认识论特征以及科学外行与科学家在认知劳力上的区分，科学教育的目标转向受教育个体未来的社会行动，应培育学生建立对科学的信任和维护科学的认识论权威。为实现这种目标，科学教育应从理解科学的本质转向理解真实的科学实践的本质，在科学教育中呈现真实的而非理想化的科学实践，采纳基于科学哲学模型和理论的实用主义进路。科学哲学对科学实践的新近研究，虽然可以提供理论基础，但应该与科学教育进行建设性对话，更加关注非科学家理解科学的模式，将哲学模型转化为适合学生认知水平和需要、符合教学情境的教学资源。

关键词: 科学教育, 认识论, 科学哲学, 认知劳力, 科学的本质

Abstract: Drawing on recent development in social epistemology and philosophy of science, this study explores the importance of understanding the nature of science in science education, more than just basic knowledge of science facts,which is to help students make evidence-based decisions on science-related issues in the future. Moreover, it clarifies that the job of science education from an epistemic perspective and the division of cognitive labor, is to establish or maintain the epistemic authority of science. Students should be provided with the recent researches on scientific practice in philosophy of science about the real and complex image of science, and the real practice of scientists in history of science to develop a richer and more authentic understanding of science. Philosophers of science need to engage in constructive conversation with the science education community to explore a schema of teaching scientific practices with a pragmatic approach that takes into account students' levels, their prior knowledge as well the context of learning.

Key words: science education, epistemology, philosophy of science, cognitive labor, nature of science

朱晶. 科学教育中的知识、方法与信念——基于科学哲学的考察[J]. 华东师范大学学报(教育科学版), 2020, 38(7): 106-116.

Zhu Jing. Knowledge, Method and Belief in Science Education from the Perspective of Philosophy of Science[J]. Journal of East China Normal University(Educational Sciences), 2020, 38(7): 106-116.

参考文献

潘士美, 张裕灵, 李玲. (2018). 义务教育学生科学素养及其关键影响因素研究——来自PISA、TIMSS和NAEP的国际测评经验. 外国教育研究,45(10),76-87
裴新宁, 刘新阳. (2018). 初中课堂科学探究中究竟发生了什么——基于多案例的实证考察. 华东师范大学学报(教育科学版),(4),107-121
朱晶. (2019). 论民国时期科学理想与社会诉求的建构——以进化论的传播为例. 上海交通大学学报(哲学社会科学版),27(127),92-103
Alameh, S., & Abd-EI-Khalick F. (2018). Towards a philosophically guided schema for studying scientific explanation in science education. Science & Education, 27(9—10), 831-861
Bauer, M. W. (2009). The evolution of Public Understanding of Science-Discourse and comparative evidence. Science Technology & Society, 14(2), 221-240
Beilock, S.L., et al. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of the National Academy of Sciences, 107, 1860-1863
Bloom, P., & Weisberg, D. S. (2007). Childhood origins of adult resistance to science. Science, 316, 996-997
Boesch, B. (2019). Skill transmittance in science education: Study the skills of scientific expertise. Science & Education, 28(1—2), 45-61
Braillard, P., & Malaterre C. (2015). Explanation in biology: An introduction. In Braillard, P., & Malaterre C. (eds.). Explanation in Biology: An Enquiry into the Diversity of Explanatory Patterns in the Life Sciences. Dordrecht: Springer, pp. 1—28.
Collins H., & Evans R. (2002). The third wave of science studies: Studies of expertise and experience. Social Studies of Science, 32(2), 235-296
Gervais. W. M. (2015). Override the controversy: Analytic thinking predicts endorsement of evolution. Cognition, 142, 312-321
Goddiksen, M. (2015). An empirical method for the study of exemplar explanations, In Wagenknecht, S., Nersessian, N. J., & Andersen, H. (eds.). Empirical Philosophy of Science: Introducing Qualitative Methods into Philosophy of Science. Springer, pp. 105-126.
Gundersen, T. (2018). Scientists as experts: A distinct role?. Studies in History and Philosophy of Science, 69, 52-59
Irzik G. & Nola R. (2011). A family resemblance approach to the nature of science for science education. Science & Education, 20, 591-607
Kere, A. (2018). The Public understanding of what? Laypersons’ epistemic needs, the division of cognitive labor, and the demarcation of science. Philosophy of Science, 85(5), 781-792
Lombrozo, T., Thanukos, A., & Weisberg, M. (2008). The importance of understanding the nature of science for accepting evolution. Evolution: Education and Outreach, 1(3), 290-298
McDonald, C., & Abd-EI-Khalick, F. (2017). Representations of Nature of Science in School Science Textbooks: A Global Perspective. Routledge: New York.
Mercer, D. (2018). Why Popper can’t resolve the debate over global warming: problems with the uses of philosophy of science in the media and public framing of the science of global warming. Public Understanding of Science, 27(2), 139-152
Metz, S. E., Weisberg, D. S., & Weisberg, M. (2018). Non-scientific criteria for belief sustain counter-scientific beliefs. Cognitive Science, 42, 1477-1503
National Academies of Sciences, Engineering, and Medicine. (2016). Science Literacy: Concepts, Contexts and Consequences. Washington, DC: The National Academies Press.
National Academies of Sciences, Engineering, and Medicine. (2019). Science and Engineering for Grades 6—12: Investigation and Design at the Center. Washington, DC: The National Academies Press.
Pincock, C. (2018). Explanatory relevance and contrastive explanation. Philosophy of Science, 85(5), 806-818
Rudolph, J. (2002). Scientists in the Classroom: The Cold War Reconstruction of American Science Education. New York: Palgrave.
Soler, L., Zwart, S., Lynch, M., & Israel-Jost, V. (2014). Science after Practice Turn in the Philosophy, History, and Social Studies of Science. New York: Routledge.
Suldovsky, B. (2016). In science communication, why does the idea of the public deficit always return? Exploring key influence. Public Understanding of Science, 25(4), 415-426
Summers, R., & Abd-EI-Khalick, F. (2019). Examining the representations of NOS in educational resources: An analysis of lesson plans aligned with the Next Generation Science Standards. Science & Education, 28(3—5), 269-289
Wan, D., Zhang, H., & Wei, B. (2018). Impact of Chinese culture on pre-service science teachers’ views of the nature of science. Science & Education, 27, 321-355
Weber, E., Van Bouwel, J., & De Vreese, L. (2013). Scientific explanation. New York: Springer.
Weisberg, D. S., Landrum, A. R., Metz, S. E., & Weisberg, M. (2018). No missing link: Knowledge predicts acceptance of evolution in the United States. Bioscience, 68(3), 212-222

[1]	范国睿. 教育中的知识与权力——走进波普科维茨的思想世界[J]. 华东师范大学学报(教育科学版), 2023, 41(2): 117-130.
[2]	张良, 罗生全. 论“用以致学”：指向素养发展的教学认识论[J]. 华东师范大学学报(教育科学版), 2021, 39(2): 40-49.
[3]	冯友梅, 李艺. 布鲁姆教育目标分类学批判[J]. 华东师范大学学报(教育科学版), 2019, 37(2): 63-72.
[4]	徐金雷. 技术的默会知识及其实践培育[J]. 华东师范大学学报(教育科学版), 2018, 36(6): 19-28+154.
[5]	裴新宁, 刘新阳. 初中课堂科学探究中究竟发生了什么——基于多案例的实证考察[J]. 华东师范大学学报(教育科学版), 2018, 36(4): 107-121+165+166.
[6]	崔鸿, 朱家华, 张秀红. 基于项目的STEAM学习探析:核心素养的视角[J]. 华东师范大学学报(教育科学版), 2017, 35(4): 54-61+135+136.
[7]	赵志纯,王嘉毅. 建构实在论与我国当下教育科学研究的省思[J]. 华东师范大学学报(教育科学版), 2014, 32(2): 61-66.
[8]	彭正梅. 理性的狡计：德国教育学发展中的五次危机及其因应[J]. 华东师范大学学报(教育科学版), 2009, 27(4): 16-23.
[9]	胡卫平. 科学教育的研究趋势与展望[J]. 华东师范大学学报(教育科学版), 2007, 25(4): 44-51.
[10]	林敏, 孙志凤. 简评皮亚杰关于反省抽象及其发展的研究[J]. 华东师范大学学报(教育科学版), 2006, 24(2): 66-71.
[11]	谭和平, 李其维. 从发生认识论看思维训练[J]. 华东师范大学学报(教育科学版), 2005, 23(3): 68-73.
[12]	辛自强. 心理学的措辞：隐喩和故事的意义[J]. 华东师范大学学报(教育科学版), 2005, 23(2): 63-69, 95.
[13]	王伦信. 五四新文化运动时期我国学校科学教育的境况与改革使命——推士《中国之科学与教育》述评[J]. 华东师范大学学报(教育科学版), 2005, 23(1): 85-92.
[14]	熊哲宏. 皮亚杰发生认识论的康德哲学框架[J]. 华东师范大学学报(教育科学版), 2000, 18(3): 53-63.