科学哲学与理科教学的对话:科学探究与概念转变  

The Dialogue between Philosophy of Science and Science Education:Scientific Inquiry and Conceptual Change Model

作　　者：李艳梅[1] 郑长龙[1] 王秀红[1] 

机构地区：[1]东北师范大学化学学院,吉林长春130024

出　　处：《东北师大学报（哲学社会科学版）》2009年第4期95-100,共6页Journal of Northeast Normal University(Philosophy and Social Science Edition)

基　　金：教育部人文社会科学项目(08JA880013);吉林省社会科学基金项目(2008BJYX05);东北师范大学哲学社会科学校内青年基金项目资助(07QN012)

摘　　要：19世纪以来,理科教育界出现了一些致力于促进科学哲学与理科教学之间对话的研究,其中科学探究教学和概念转变教学是科学哲学指导理科教学研究的两个比较深入的领域。科学哲学对于科学探究教学中探究教学程序设计、探究技能的选择与指导、科学本质的认识;对于概念转变教学的概念转变类型、概念转变条件和概念生态的确定都发挥了重要的指导作用。Since the 20th century,there emerged some research on science education based on the philosophy ot science. The research of scientific inquiry and conceptual change model were the two main topics among those works. Philosophy of science played an important role in the understanding of the process of scientific inquiry,the present of process skills and the cognition of the nature of science in inquiry based teaching. At the same time,philosophical works affected the understand of the forms of conceptual change, the conditions of accommodation and the define of the conceptual ecology profoundly.

关 键 词：科学哲学 科学探究 概念转变 

分 类 号：G42[文化科学—课程与教学论]