Shi Xiaoming
School of Education and English, University of Nottingham, Ningbo, China.
Ningbo Xiaoshi High School, Ningbo, China.
Sci Educ (Dordr). 2021;30(2):409-440. doi: 10.1007/s11191-020-00173-z. Epub 2020 Nov 9.
Adopting an explicit and reflective approach to the teaching of the history and philosophy of science is useful in promoting high school students' understanding of the nature of science. Whereas the history of science is usually signposted clearly in the school science curriculum, the philosophy of science is considered to be embedded in and integral to science education. This article argues that philosophical topics also need to be explicitly signposted and discussed in the teaching of the nature of science in high schools. This study investigates an interdisciplinary course on the nature of science in a Chinese senior high school. The course involved explicit teaching of philosophy of science topics with subject knowledge in each lesson. This mixed method design of the research included a modified version of the Views on Science, Technology and Society questionnaire as reported by Aikenhead and Ryan (, 76(5):477‑491, 1992) and phenomenographical analysis. Although the sample size is small, the results suggest that explicit teaching of philosophy of science topics helps students better understand both the nature of science and the relationship between science, technology and society.
采用明确且具反思性的科学史与科学哲学教学方法，有助于促进高中生对科学本质的理解。尽管科学史在学校科学课程中通常有明确的标识，但科学哲学被认为是融入科学教育且不可或缺的一部分。本文认为，哲学主题在高中科学本质教学中也需要明确标识并加以讨论。本研究调查了中国一所高中开设的一门关于科学本质的跨学科课程。该课程在每节课中都将科学哲学主题与学科知识进行了明确的教学结合。本研究的这种混合方法设计包括艾肯黑德和瑞安（1992年，《科学、技术与社会》第76卷第5期：477 - 491页）所报告的《科学、技术与社会观点调查问卷》的修订版以及现象学分析。尽管样本量较小，但结果表明，对科学哲学主题的明确教学有助于学生更好地理解科学本质以及科学、技术与社会之间的关系。
