比較教育研究-翟俊卿-科學(xué)教師與科學(xué)教學(xué)

1、科學(xué)教育-問題與挑戰(zhàn)翟俊卿 博士浙江大學(xué)教育學(xué)系2014.2-今： 浙江大學(xué)教育學(xué)院 -講師2011.8-2014.1：新加坡南洋理工大學(xué)國(guó)立教育學(xué)院-Research Fellow2007.9-2011.8：英國(guó)倫敦國(guó)王學(xué)院 Kings College London-博士2005.9-2007.7：浙江大學(xué)教育學(xué)院-碩士研究興趣探究式科學(xué)課程與教學(xué)科學(xué)教師的專業(yè)發(fā)展非正式情景中的科學(xué)教育對(duì)話式教學(xué)與話語分析目前的研究項(xiàng)目自然博物館中的學(xué)習(xí)：來訪家庭團(tuán)體的話語分析學(xué)生的科學(xué)職業(yè)理想研究歐洲科學(xué)教育的現(xiàn)狀（TIMSS + PISA）新加坡小學(xué)的科學(xué)教育小學(xué)科學(xué)課程的設(shè)置學(xué)生對(duì)科學(xué)課堂的認(rèn)識(shí)學(xué)生對(duì)

2、科學(xué)家的認(rèn)識(shí)Across the country, the best teachers inspire their pupils with the wonder and excitement of science and engineering. They provide the breeding ground for the scientists, entrepreneurs and technicians of tomorrow. They also make sure our citizens and consumers understand the risk and benefits

3、of modern science. But to do this, teachers require consistent support and access to the best methods and practices.(UK Labour Party, 2001)三個(gè)相互關(guān)聯(lián)的問題科學(xué)課程的變化 vs. 科學(xué)與技術(shù)的變革科學(xué)教師角色與責(zé)任的變化 vs. 科學(xué)對(duì)社會(huì)的價(jià)值的變化科學(xué)教師的培訓(xùn)vs.源于政治目的的教育變革In recent years, many studies have highlighted an alarming decline in young peoples

4、 interest for key science studies and mathematics. Despite the numerous projects and actions that are being implemented to reserve this trend, the signs of improvement are still modest. Unless more effective action is taken, Europes longer term capacity to innovate, and the quality of its research w

5、ill also decline. EU Rocard Report, 2007科學(xué)教師的新挑戰(zhàn)讓科學(xué)課程更有意思激發(fā)學(xué)生的好奇心為明日社會(huì)培養(yǎng)更多的科學(xué)家和技術(shù)人員讓公眾理解現(xiàn)代科學(xué)給生活帶來的益處與危機(jī)科學(xué)探究的過程提出問題猜想與假設(shè)制定計(jì)劃（或設(shè)計(jì)方案）進(jìn)行實(shí)驗(yàn)收集證據(jù)解釋與結(jié)論反思與評(píng)價(jià)拓展與遷移科學(xué)素養(yǎng)對(duì)于科學(xué)知識(shí)達(dá)到基本的了解程度對(duì)科學(xué)的研究過程和方法達(dá)到基本的了解程度對(duì)于科學(xué)技術(shù)對(duì)社會(huì)和個(gè)人所產(chǎn)生的影響達(dá)到基本的了解程度針對(duì)學(xué)生學(xué)業(yè)水平的國(guó)際測(cè)試TIMSS（國(guó)際數(shù)學(xué)與科學(xué)評(píng)測(cè)趨勢(shì)）PISA（國(guó)際學(xué)生評(píng)估項(xiàng)目）IEA（國(guó)際教育評(píng)價(jià)協(xié)會(huì)）OECD（經(jīng)濟(jì)合作發(fā)展組織）4年級(jí)和8年級(jí)學(xué)生

6、接近完成基礎(chǔ)教育的15歲學(xué)生“學(xué)生知道什么”“學(xué)生如何將科學(xué)知識(shí)應(yīng)用到日常生活”學(xué)校課程學(xué)校課程和校外學(xué)習(xí)每4年一次（1995、1999、2003、2007、2009、2012）每3年一次（2000、2003、2006、2009、2012）兩項(xiàng)測(cè)試對(duì)背景信息的獲取TIMSS教師：課堂使用的教學(xué)方法、職前培訓(xùn)、在職專業(yè)發(fā)展校長(zhǎng)：學(xué)校資源、學(xué)校的學(xué)習(xí)氛圍學(xué)生：對(duì)科學(xué)、學(xué)校的態(tài)度與興趣，以及計(jì)算機(jī)的使用情況PISA校長(zhǎng)：學(xué)校的特色、科學(xué)教學(xué)的組織形式學(xué)生：計(jì)算機(jī)的使用情況（頻率、目的）部分家長(zhǎng)：對(duì)孩子教育的投資、對(duì)科學(xué)問題和科學(xué)職業(yè)的認(rèn)識(shí)評(píng)估框架TIMSS知識(shí)維度4年級(jí)：生命科學(xué)、物理科學(xué)、地球科學(xué)

7、8年級(jí)：生物、化學(xué)、物理、地球科學(xué)認(rèn)知維度：Knowing、Applying、ReasoningPISAKnowledge of science 科學(xué)知識(shí)（對(duì)基本科學(xué)概念和理論的理解）Knowledge about science 關(guān)于科學(xué)的知識(shí)（理解科學(xué)的本質(zhì)是人類的一種活動(dòng)，是科學(xué)知識(shí)的缺陷）PISA結(jié)果PISA 2009結(jié)果PISA2009結(jié)果在大部分歐洲國(guó)家，學(xué)生對(duì)Knowledge of science的掌握優(yōu)于Knowledge about science的掌握。東歐國(guó)家的學(xué)生在回答Knowledge of science問題的得分高于Knowledge about science

8、的得分：捷克、匈牙利、斯洛伐克的學(xué)生出20分；保加利亞、愛沙尼亞、立陶宛、奧地利、波蘭、斯洛文尼亞、瑞典、挪威高出10分某些西歐國(guó)家的學(xué)生正好相反，法國(guó)學(xué)生Knowledge about science的得分比Knowledge of science高20分，比利時(shí)和荷蘭的學(xué)生則高出10分TIMSS結(jié)果4年級(jí)拉脫維亞、英國(guó)-英格蘭的分?jǐn)?shù)最高（542），超過EU平均分但是遠(yuǎn)遠(yuǎn)低于新加坡（587），臺(tái)北（557）和香港（554）8年級(jí)英國(guó)-英格蘭（542），匈牙利（539）、捷克（539）、斯洛文尼亞（538）同樣遠(yuǎn)遠(yuǎn)低于新加坡（567）、臺(tái)北（561）、日本（554），韓國(guó)（553）影響學(xué)生學(xué)業(yè)

9、成就的因素：家庭環(huán)境與學(xué)生個(gè)體特征家庭背景TIMSS結(jié)果：家中藏書量、在家中講學(xué)業(yè)測(cè)試中使用的語言PISA結(jié)果：學(xué)業(yè)成績(jī)差不與學(xué)生的家庭條件（經(jīng)濟(jì)、社會(huì)和文化狀況）相關(guān)，但是家庭條件差的學(xué)生與條件好的學(xué)生相比，學(xué)習(xí)科學(xué)的時(shí)間較少；學(xué)生對(duì)科學(xué)的興趣也受家庭背景的影響，父母一方有從事科學(xué)工作的，對(duì)科學(xué)更高興趣，認(rèn)為科學(xué)對(duì)其未來有用。性別女生identifying scientific issue能力強(qiáng)，男生explaining phenomena scientifically強(qiáng)；男生回答物理問題較女生好； Belief in their scientific abilities (女生低于男生)T

10、IMSS結(jié)果顯示學(xué)生對(duì)科學(xué)的態(tài)度在年級(jí)和科學(xué)學(xué)科上有區(qū)別4年級(jí)學(xué)生對(duì)科學(xué)有積極的態(tài)度，8年級(jí)學(xué)生對(duì)科學(xué)的態(tài)度較為消極8年級(jí)學(xué)生對(duì)生物的態(tài)度較積極，但是對(duì)化學(xué)和物理的態(tài)度消極復(fù)讀的學(xué)生成績(jī)變得更差根據(jù)學(xué)生能力進(jìn)行分軌教學(xué)，學(xué)業(yè)成就沒有得到改善，但是社會(huì)-經(jīng)濟(jì)差距拉大影響學(xué)生學(xué)業(yè)成就的因素：學(xué)校和教育系統(tǒng)新加坡中小學(xué)的科學(xué)教育人口：500萬面積：710km2種族：74%華人，14%馬來人，9%印度人，3%其他官方語言：英語、華文、馬來語、泰米爾語2011年國(guó)家生產(chǎn)總值：3000億新幣，人均6.16萬新幣教育（中小學(xué)、ITE、Poly、Uni）投入占GDP的3.5%教育投入占國(guó)家支出20%，僅次于對(duì)

11、國(guó)防的投入新加坡教育的基本情況學(xué)前教育（5歲）：由私立和社區(qū)組織提供正規(guī)教育（7歲）：絕大多數(shù)學(xué)生到政府公立學(xué)校就讀（小學(xué)173所，中學(xué)155所，混合型15所，義務(wù)后教育13所）小學(xué)：3年級(jí)開始學(xué)習(xí)科學(xué)，6年級(jí)小學(xué)畢業(yè)考試（英語、數(shù)學(xué)、科學(xué)、母語）初中（4年）：科學(xué)課程在Sec1和sec2都是必修課Junior College（2-3年）：86%學(xué)生學(xué)習(xí)至少一門科學(xué)課程中學(xué)后教育：Poly（46%學(xué)生），ITE（21%學(xué)生）15%進(jìn)入新加坡的大學(xué)Primary science education in SingaporeCentralised curriculum managed by MOE

12、Four compulsory subjects offered in primary schools: English Language, Mother Tongue, Mathematics and ScienceFormal science instructions start in Age 9 (Grade 3)Placement Examination at Age 12 Primary School Leaving Examination (PSLE)Relationship between students achievement scores by country and th

13、eir attitudes towards science (based on TIMSS 2007 Grade 4 Data)Relationship between students achievement scores by country and their self-confidence in learning science (based on TIMSS 2007 Grade 4 data)Primary science education in SingaporeInquiry as a pedagogical approach in science teaching (MOE

14、, 2008)Impact of high stake assessment (PERI, 2009)Drilling to the testNarrowing of curriculumStrong orientation towards gradesShift towards formative assessment (PERI, 2009)Information to improve teaching and learningScience as inquiry: A diffuse conceptInquiry is a multifaceted activity that invol

15、ves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, a

16、nd predictions; and communicating results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations. (NRC, 1996, p.23)Doing science as inquiryStudents areAsking and engaging in scientific questionsGiving priority to evidence

17、as they plan and conduct investigations using appropriate tools and techniquesThinking critically and logically about the relationships between evidence and explanationsConstructing and analyzing alternative explanationsCommunicating scientific argumentsTeachers are determiningHow to initiate inquir

18、yHow to encourage discourseWhen activities should be small group or whole groupHow to confront misconceptionsHow much guidance should be offered in the processComplexity of scientific inquiryScientific process classroom action essence of inquiry Questioning Experimental DesignExperimenting/Investiga

19、tion Conclusion Discussion & communication Developing or engaging question/problem Design ways of problem solving (hands-on, library research, ICT, etc.) Doing hands-on (observation, measuring, etc.)Data collection/table/graphs Data AnalysisConcluding, writing reports, group discussion Presentation,

20、 group discussion, asking why similar or different? QuestionKnowledge EvidenceKnowledge EvidenceEvidence Knowledge Explanation from evidence Knowledge Communication & justification Primary Science Syllabus Framework (Singapore MOE, 2008) Question pose a question select among questionssharpen/clarify

21、 question provided accept given questionEvidence determine what constitutes evidence and collect itare directed to collect certain data given data asked to analyzegiven data and told how to analyzeExplanation formulate their own explanation after summarizing evidence are guided in process of formula

22、ting explanation from evidenceare given possible ways to use evidence to formulate explanation are provided with evidenceConnection examine other resources and form links to explanations are directed toward sources of knowledgeare given possible connectionsare provide with connectionsCommunication f

23、rom reasonable and logical argument to communicate explanationsare coached in development of communicationare provided guidelines for communicationare given steps and procedures for communicationTeaching science as inquiry in Singaporean classrooms: Issues and dilemmas Inquiry with knowledge focusBo

24、th in-service and pre-service teachers showed awareness of the importance of evidence, question and knowledge in science inquiry, but they considered explanation from evidence and communication were less importantIn-service teachers valued students knowledge more than students process skills in inqu

25、iry classroomsPre-service teachers put more emphasis on process skills than on knowledge in inquiry lessonsTeaching science as inquiry in Singaporean classrooms: Issues and dilemmas Inquiry with teachers guidanceBoth pre-service and in-service teachers emphasized the teachers role as facilitator and

26、 guide in inquiry classrooms even if during student-centred activities and independent problem-solvingThe notion of facilitating inquiry relates more to the method of teaching to acquire knowledge of the products of science and their use than to the method of inquiry to understand the logic behind p

27、roducing scientific knowledgeTeaching science as inquiry in Singaporean classrooms: Issues and dilemmas Inquiry with assessment conflictConfusion over the alignments between the examination requirements, the science syllabus, their preferred mode of inquiry teaching, and their concern about students

28、 academic achievement and abilitiesTeacher-centredFocus on the content knowledge as learning outcomesConcern on students abilities and readinessStudent-centredStudents attitudes (curiosity, enthusiasm, modification)Conducive/open-minded learning environmentTeaching science in primary classroomsConve

29、ntional teachingInquiry-based teachingAspects of formative assessment * Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5-31.Assessment conversationRuiz-Primo, M. A., & Furtak, E. M. (2007). Exploring teache

30、rs informal formative assessment practices and students understanding in the context of scientific inquiry. Journal of Research in Science Teaching, 44(1), 57-84.Primary School Students Views of Scientists and School Sciencee* This project is funded by Singapore Millennium FundBackground Students ha

31、ve positive attitudes to science around age 10, but interest decreases, particularly as students transition to secondary school. Many students hold misconceptions about the work of scientists which can negatively impact their interest in scienceTeaching science as inquiry must therefore go beyond me

32、rely presenting the facts and the outcomes of scientific investigations. Students need to be shown how the products of scientific investigations were derived by scientists and be provided opportunities to: ask questions about knowledge and issues that relate to their daily lives, society and the env

33、ironment; be actively engaged in the collection and use of evidence; formulate and communicate explanations based on scientific knowledge. (MOE, 2008, p.11)Science education should demonstrate or replicate the kinds of work scientists do and be relevant to students (Braund & Reiss, 2006; Chinn & Mal

34、holtra, 2002; Hodson, 1998) through a more dynamic interaction between the teacher and the learner (Rahm et al., 2003). Little knowledge about Singaporean primary students mental images of scientist and their understanding of scientific inquiry.Research PurposeTo explore students mental images of sc

35、ientists and their work.To investigate students views of their classroom science experiences versus their views of “real” science. Study DesignInstrumentsStudent drawingsStudent doing science in classScientist doing science in real life Student drawings were coded and categorized by two researchers.

36、Student questionnaireRole of scientist and student (open questions) Other questions not reported here Data collectionAdministrated to 161 primary 4 students in 5 classrooms at 2 schools. 4-5 students from each class were interviewed for further information about their drawings. Scientists: What are

37、the Stereotypes?Students Images of Scientists Vary“The scientists are working on a project on heat absorbent material on paint.”“Scientist Albert is doing a clone drinking potion.”Results: Frequency of Common StereotypesCan girls be scientists?Gender of the scientist (%)*NMaleFemaleBothFemale Studen

38、ts7555 (73.3%)16 (21.3%)4 (5.3%)Male Students8181 (100%)0 (0%)0 (0%)* The totals do not match since the gender of the scientist on some drawings was not discernible.Although all male students drew/labeled their scientist as male, interview data suggests that boys believe that gender does not determi

39、ne who can be a scientist. Interviewer (I): “What types of people do you think can become scientists when they grow up?”Boy (B): “Um, study well. Listen to the teachers. Passstudy and pass your exams so, so you can become a scientist when you grow up.”I: “Uh huh. Is there anything else about a perso

40、n that you think would make them more or less likely to be able to be a scientist?”B: “No.”I: “No. So anyone can really be a scientist if they study and try?”B: “Yes.”Interviews with students suggest that:Student views of scientists are largely influenced by popular media (books, movies, tv shows, e

41、tc.) This can have either a positive or negative outcomeOther sources of information about scientistsFamilyTeachersOutreach programs/Science Centres/ZoosWhere do stereotypes come from? How can they be changed?Where do stereotypes come from? How can they be changed?What do scientists do? “I think sci

42、entists experiment on animals that are very weird animals and then they just try to experiment with medicines to fight diseases and stuff like that. Some of them are very mad and they just make mad potions and they just get carried away and then in the end they just made a man eating monster.”Where

43、did you get the idea for this drawing? “I like to watch Discovery channels, so I watch a lot of shows and I see them do experiments on sheeps and learning how to make man-eating plants.Have you ever met a scientists in real life? “In Marina Bay there was this science thing and we saw real scientists

44、 with their projects. Their project was to make a fertilizer that could make a plant grow from a young seedling to a big plant in just one hour.”Where do stereotypes come from? How can they be changed?“This is a scientist studying rubbish in a dump yard. She is trying to see if any of the rubbish th

45、at is believed unrecyclable can be recycled.”What do scientists do? “They study the wildlife and how to save the earth. They study which things can be recycled and which animals are getting extinct and decreasing. They introduce what can be recycled to the world and they start making factories that

46、can make the things.”Where did you get the idea for this drawing? “I just thought of it.”Have you ever met a scientists in real life? “My grandfather is a scientist. He studies soil and how plants can grow better. He wants me to be a scientist. I want to study recycling.”Where do stereotypes come fr

47、om? How can they be changed?Interviewer (I): Where did you get the idea for this drawing?Girl 2 (G2): I was just thinking and Im thinking about potions, so I drew a scientist doing potions. I: Where did you learn that Scientists do this?G2: I just imagined it. I: Have you ever seen a scientist in re

48、al life? G2:No. I: How about on TV?G2: Not really.Girl 1 (G1): “My mom is a scientist and she often tells me about something new that she makes, like for example when the phone gets hot after using, she makes something to cool it down with chemicals and all that. So I think mixing chemicals and cool

49、ing it down, warming it up, makes new thingsThey should know if theyre making something, what will it help for.”Summary and ImplicationsAlthough stereotypes are decreasing, many students still have stereotyped views of scientists, which can affect their future interest in scienceInterview data sugge

50、sts that popular media plays a large role in shaping students views of scientists and that long-term exposure to the work of real scientists is one way to change stereotypesTeachers should strive to present diverse images of scientists throughout the year and emphasize less well known aspects of sci

51、ence (e.g. group work, working outside the lab, unique fields of research, etc.)Students Views of “Doing Science” in the ClassroomMajority of students considered themselves as active learners in their science classroom.Teacher-centered science classroom: 21% drew themselves passively listening to th

52、eir teachers lecture. Task-oriented learning: 15% students drew themselves coping notes or completing a worksheet or activity book. Learning science in class (Students views)A good science student class shouldWell-behaved: listen to teacher, pay attention/concentrate/focus, follow instructions, be c

53、areful, be quietDedicated diligent: willing to work hard, thinkingSeek understanding: questioning, experimenting/investigating, observing, record dataLearn for knowledge: Learn, remember/understand, copy notes, answer questionsScientist doing science (Students views)A qualified scientist shouldWell-

54、behaved: lab management, be safe, be serious, focus, listen to bossSeek understanding: questioning, experimenting/investigating, observing, record dataDedicated diligent: willing to work hard, thinking, check facts, planning, never give up, learn from mistakesApplying knowledge: help people, invent/

55、crateKnowledgeable: know everything, be smartStudent Actions vs. Scientist ActionsDoing science is a social process, which involves collaboration and communication.The drawings highlight the inquiry process of scientists: observation, record data, investigation; and the outcome of scientific work-in

56、ventions Are you like a scientist in science class?Yes, Im like a scientistNo, Im not like a scientistTrying out all things that teachers ask to do and you get to touch all the things and just like a scientist.Scientists dont have workbooks in science. Because you have to observe, you have to do it

57、many times, like what scientist does. Scientist can manage to make an experiment.I do a lot of experiments and I jot down many notes to make sure that my experiment will turn out the way I expected, like whats happening and what I think is going to happen.They make made experimentsor do experiments

58、on animals. We do experiments, we do go to the garden downstairs to just do some experiments on plants, but we never experiments on animals, like butterflies, before.A scientist may only have one assistant, but they usually do it themselves.When the experiment looks very interesting and difficult. W

59、e write the findings.I dont really deal with that many chemicals as the teacher think that were too young to deal with it. We dont work as hard as them, we dont work like what can help human race, its just like experiments that has already been found out. SummaryTeacher-centered and task-oriented le

60、arning environment in science classroomBeing a good science student requires similar qualities as a scientistGood behaviors and dedicated diligent are the key components.But scientist tend to endeavor more on developing understandings on science.School science and real scienceBoth students and scien