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Exploring experimental teaching reflects the study of the nature of scientific inquiry

Author: LiuShuMei
Tutor: ZhangYingChun
School: Shaanxi Normal University
Course: Curriculum and Pedagogy
Keywords: Exploratory experiments The nature of scientific inquiry Scientific Operability
CLC: G633.8
Type: Master's thesis
Year: 2011
Downloads: 99
Quote: 0
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Abstract

Inquiry teaching is the core of the curriculum reform the inquiry ability is one important way to quality education. The ability to explore the natural problems and social laws as a means of inquiry ability, as a people, usually including the ability to ask questions, the ability to collect data, hypotheses, the implementation of the investigation or experiment, scientific reasoning ability as well as the expression of the ability to communicate . Biological disciplines as an important part of science education, also bear important task for students biological science literacy, the biological scientific literacy (biological scientific literacy) civic scientific literacy constitutes an important part. Scientific inquiry teaching propose to practice has been for almost a hundred years of history, during withstood many ups and downs, has repeatedly advocated frustrated repeatedly, the reasons for the meantime, combined with the background of the era, reflect on the inquiry teaching the history to find out inquiry deficiencies in the teaching and go into the reasons, or lack a thorough understanding of inquiry teaching, not grasp the nature of scientific inquiry, since the implementation of China from the 2000 reform of basic education began to promote inquiry learning, inquiry teaching the concept has been firmly established, the exploratory teaching in schools at all levels to expand our research inquiry teaching is not a long time, and the theoretical basis and the lessons learned mostly learn from other countries, our own research in the creation of fewer achievements, combined with China's national conditions, combined with the reality of our country, to make research in line with China's national conditions and ethnic characteristics, every teacher and students are looking forward to a researcher urgent mission . The inquiry teaching embodies teachers led the concept of the student body, the the inquiry teaching process more emphasis on students 'initiative to explore the experience of inquiry teaching is to develop students' ability to innovate and other aspects of scientific literacy. Concluded on the basis of previous studies, the nature of scientific inquiry should be summarized as follows: (1) empirical scientific inquiry, scientific inquiry through scientific experiments and observations to verify it's correct or not; (2 ) the inductive scientific inquiry, scientific knowledge generated in the observation and generalization of scientific phenomena; (3) creative scientific inquiry, science of the human mind, imagine created; (4) scientific inquiry the predictability, science can make assumptions, based on existing knowledge and experience as well as observation can be predicted that scientific conclusions; (5) a non-authoritative scientific inquiry, science is not authority synonymous with scientists, is there any scientists on behalf of the absolute truth; (6) of scientific inquiry not absolute objectivity, science by certain social and cultural impact, affected by the scientists subjective factors, and can not be completely true reaction of the objective world, can not be absolutely objective; (7) of the non-fixity of scientific inquiry, science The research method is not static, even if it is the same question should also be based on the actual situations with different solutions. (8) the collaborative nature of scientific inquiry, the generation of scientific knowledge needs to explore between mutual cooperation and exchange, the power of individuals is small, through cooperation and exchange to collision closer to the objective facts of the scientific conclusions. Through classroom observation and exploring experimental teaching concept has become firmly rooted in the implementation process, due to various objective and subjective reasons, scientific and operability of the inquiry has yet to be improved to address these issues, combined with The lesson subject of requirements, based on the analysis of the nature of scientific inquiry, made the following recommendations: a perfect inquiry skills of students and teachers must change the misconceptions of teachers and students in the long tradition of education; to create a more real scientific inquiry context; the three help students learn to ask questions of strategy; strategy recommendations of the four exchanges and cooperation; five relatively well exploratory experimental evaluation system. Expectations through these few suggestions for the implementation of the front-line teachers scientific inquiry experiment provide little meaningful reference for the smooth progress of the curriculum reform to make some modest force.

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