教学干预对学生科学本质观的影响:基于实证研究的元分析  

Effect of Teaching Interventions Towards Student's View of Nature of Science Based on Meta-Analysis Study

作　　者：高倩倩 曹苡 李雪峰[1] GAO Qian-Qian;CAO Yi;LI Xue-Feng(School of Life Science,South China Normal University,Guangzhou 510631,China)

机构地区：[1]华南师范大学生命科学学院,广东广州510631

出　　处：《化学教育（中英文）》2024年第7期76-82,共7页Chinese Journal of Chemical Education

摘　　要：科学本质被视作科学素养的重要组成部分,发展学生的科学本质观是各国教育改革所关注的重点。教学作为其中最重要的一环,衡量其有效性是十分必要的。对此,通过元分析的方法系统分析了2002—2022年国内外相关的20篇实证研究文献,发现教学干预对学生的科学本质观有着高度的正向影响(效应量为1.032 3)。同时进一步验证了显性和历史性的教学模式的有效性,为科学本质的教学实践提供了参考。Nature of science is an important component of scientific literacy.Developing students'view of nature of science is a key concern of educational reform in all countries.Teaching is one of the most important aspects of education,and measuring its effectiveness is essential.In this regard,this paper systematically analyzed 20 relevant empirical research papers from 2002 to 2022 through meta-analysis and found that teaching interventions have a high positive impact on students'view of the nature of science(Effect size=1.0323).Meanwhile,this paper further validated the effectiveness of explicit and historical teaching models for the teaching practice of the nature of science.

关 键 词：科学本质 科学本质观 教学干预 元分析 

分 类 号：G353.1[文化科学—情报学] G424