不同发展阶段高中化学教师的PCK表征研究*——以“物质的量”主题为例

为探讨不同发展阶段的高中化学教师对于“物质的量”主题的认识,聚焦学科教学知识(PCK)的2个基本组成部分:(1)学生理解的知识,(2)教学策略和表征知识。基于PCK课堂观察量表和CoRe模型,对比分析新手、熟手、专家型教师关于“物质的量”主题的PCK表征。研究结果表明,不同发展阶段化学教师的PCK存在差异,教师对学生知识的理解影响了教学策略和表征方式的决策。     

化学师范生PCK的发展研究*——基于化学教学论课程

基于化学教学论课程来研究师范生PCK的发展情况。数据主要来源于师范生的教学设计及访谈,使用PCK地图作为分析工具。研究发现,经过课程教学,师范生在教学设计中主动表现出的可被识别的PCK片段数量明显增多。师范生PCK各要素均得到有效发展,但发展不够均衡,教学策略知识发展最好,课程知识和学生知识发展不够完善,教学取向知识和学生评价知识发展相对薄弱。此外,师范生PCK各要素之间的关联基本建立,但关联的稳定性和强度存在一定差异。     

化学教师模型认识与模型教学观的关系研究*

主要使用李克特式量表问卷测查了256名中学化学教师的模型认识与模型教学观的结构与水平,并使用结构方程模型进一步探查化学模型认识与模型教学观的关系。结果表明:(1)化学教师对化学模型的描述与解释功能以及模型的暂定性具有较好的认识,但对模型预测功能认识不足;(2)化学教师在模型教学中倾向于使用模型描述、解释或预测化学现象,并且较认可以学生为中心的模型教学,但缺乏对模型暂定性的反思;(3)化学教师的模型认识基本上可预测其模型教学观,如关于模型功能的认识能显著预测其模型教学观。文末据此为我国化学教师培训及其研究提出相关建议。     

Popularising Chemistry in Secondary Schools——through the development of Scientific and Technological Literacy for All

While chemistry is popular for children of primary school age,its popularity drops dramatically in secondary schools,A potential solution to address this is to recognise the need for greater relevance-relevance to the curriculum,to the needs of society and,in the eyes of the students.The paper tries to puts forward a rethink of the philosophy for school chemistry education,based on the underlying belief that chemistry education is an integral part of education.The target is labelled scientific and technological literacy for all (STL),STL rejects the notion that chemistry is taught solely to acquire tha abilities to be a scientist and supports the vision of a single curriculum goal,applicable to all students.Besides being a philosophy,STL is also a teaching approach.This approach is to initiate the teaching of chemistry topics,starting from a carefully chosen society perspective and to introduce the conceptual learning on a need-to-know basis.A limitatioin is the professional development of teachers,Suggestion for overcoming this involve workshop on materials development.Aconcern is expressed in cases where teachers make use of ready-made teaching materials(a common practice),without first gaining an understanding and an appreciation of the intended philosophy related to these materials.     

卓越教师职前培养模式的实践与创新——以化学学科为例

The current training of pre-service teachers suffers from the low percentage (20%) of PCK from students themselves, low teacher-to-student ratio, short schooling terms, less teacher-student interactions, less practice courses offered, and little practice time. In this regard, our work begins with improving normal university students' PCK (ontological knowledge, conditional knowledge, practical knowledge). The practice uses the double guide system (mentoring and peer-leading) as the main tool to explore effective culture model for chemistry-majoring normal university students. In the innovation, three practice modes, teaching design-based simulation, observing the activities of teaching, and trainee teaching under real-life situation, have been adopted to enhance the training.     

Chemistry and a Theoretical Model of Science: On the Occasion of a Recent Debate with the Christies

In the philosophy of chemistry a view is developed according to which laws of nature and scientific theories are peculiar in chemistry. This view was criticized in an earlier issue of the Foundations of Chemistry (Vihalemm, Foundation of Chemistry 5(1): 7–22, 2003) referring to an essay by Maureen and John Christie (Christie and Christie, in N. Bushan and S. Rosenfeld (Eds.), Of Minds and Molecules: New Philosophical Perspectives on Chemistry. Oxford University Press, New York, 2000, pp. 34–50). This criticism was responded by the Christies (Christie and Christie, Foundations of Chemistry 5(2): 165–177, 2003). In the present article the debate is continued. The main issues which need to be elucidated in order to carry the analysis forward are pointed out and discussed. The relevance of a theoretical model of science for the philosophy of chemistry is stressed.     

Are Laws of Nature and Scientific Theories Peculiar in Chemistry? Scrutinizing Mendeleev's Discovery

The problem of the peculiarcharacter of chemical laws and theories is a central topic in philosophy of chemistry. Oneof the most characteristic and, at the sametime, most puzzling examples in discussions onchemical laws and theories is Mendeleev'speriodic law. This law seems to be essentiallydifferent in its nature from the exact laws ofclassical physics, the latter being usuallyregarded as a paradigm of science byphilosophers. In this paper the main argumentsconcerning the peculiar character of chemicallaws and theories are examined. The laws ofchemistry are natural laws to the same extentas are the laws of physics. The law discoveredby Mendeleev is a normal law of nature. It isnot a law of physics, nevertheless, it is exactin the same philosophical sense as are the lawsof physics. The periodic system of chemicalelements was established by constructing anidealized system of idealized elements. Thefundamental idealization substantiated byexperimental chemistry was the chemicalelement as a place in the periodicsystem.     

Philosophy and Biochemistry: Research at the Interface between Chemistry and Biology

This paper investigates the interface between philosophy and biochemistry. While it is problematic to justify the application of a particular philosophical model to biochemistry, it seems to be even more difficult to develop a special “Philosophy for Biochemistry”. Alternatively, philosophy can be used in biochemistry based on an alternative approach that involves an interdependent iteration process at a philosophical and (bio)chemical level (“Exeter Method”). This useful iteration method supplements more abstract approaches at the interface between philosophy and natural sciences, and serves the biochemical community to systematically locate logical inconsistencies that arise from more theoretical aspects of the scientific process. Initial cycles of this iteration process identify the in vitro–in vivo problem as a central epistemological difficulty in biochemical research. While previous attempts have generated ad hoc rules to mend the gap between chemistry, biochemistry and biology in order to justify in vitro experimentation, this paper concludes that in vitro experimentation is heavily based on chemistry and cannot derive definite statements about biological processes. It can, however, generate results that will influence the direction of future biological research. The consequence is that the relationship between in vitro and in vivo experimentation is more of a psychological or social one than of a logical nature. Apart from highlighting these inconsistencies in biochemical thinking (“problem awareness”), the Exeter Method demands an improvement of biochemical terminology that contains separate and unequivocally defined terms for in vitro and in vivo systems. This revised version was published online in July 2006 with corrections to the Cover Date.     

Breaking the law: promoting domain-specificity in chemical education in the context of arguing about the periodic law

In this paper, domain-specificity is presented as an understudied problem in chemical education. This argument is unpacked by drawing from two bodies of literature: learning of science and epistemology of science, both themes that have cognitive as well as philosophical undertones. The wider context is students’ engagement in scientific inquiry, an important goal for science education and one that has not been well executed in everyday classrooms. The focus on science learning illustrates the role of domain specificity in scientific reasoning. The discussion on epistemology of science presents ideas from the emerging field of philosophy of chemistry to highlight the much neglected area of epistemology in chemical education. Domain-specificity is exemplified in the context of chemical laws, in particular the Periodic Law. The applications of the discussion for chemical education are explored in relation to argumentation, itself an epistemologically grounded discourse pattern in science. The overall implications include the need for reconceptualization of the nature of teaching and learning in chemistry to include more particular epistemological aspects of chemistry.     

高中化学合情推理教学的初步研究

合情推理（Plausible reasoning）对科学教育具重要意义。通过科学哲学、逻辑学讨论以及历史实例说明科学发现离不开合情推理,科学教育必须重视合情推理能力的培养,并对高中化学合情推理教学的可能性、对象和内容等问题进行了讨论。     

Development and validation of a UHPLC‐UV method for the determination of a prostate secretory protein 94‐derived synthetic peptide (PCK3145) in human plasma and assessment of its stability in human plasma

PCK3145 is a synthetic peptide, derived from the Prostate Secreted Protein 94 (PSP94), with promising in vitro and animal in vivo results in prostate cancer. The aim of the present study was to develop and validate a fast and robust ultra‐high‐performance liquid chromatography with ultraviolet detection for the determination of PCK3145 in human plasma which would be suitable for the assessment of PCK3145 stability to proteolytic degradation. Following protein precipitation, chromatographic separation was carried out on an Aeris Peptide C₁₈ column with mobile phase consisting of acetonitrile–water at a flow‐rate of 0.50 mL/min. The calibration curve was linear over the range 0.50–20.00 μg/mL. Intra‐ and inter‐day percentage relative standard deviation and relative error were ≤10%. The limit of detection and the lower limit of quantification were 0.15 and 0.50 μg/mL, respectively. Recovery of PCK3145 from human plasma was ≥96%. The peptide presented high stability in whole blood and in human plasma (>98% intact peptide after 24 h incubation at 37°C in human plasma), which represents a distinctive advantage in the therapeutic use of the compound. This is the first validated UHPLC method for the determination of PCK3145 reported, and it was successfully applied in the study of the proteolytic stability of PCK3145 in human plasma ex vivo. Copyright © 2016 John Wiley & Sons, Ltd.     

Small Data Can Play a Big Role in Chemical Discovery

The chemistry community is currently witnessing a surge of scientific discoveries in organic chemistry supported by machine learning (ML) techniques. Whereas many of these techniques were developed for big data applications, the nature of experimental organic chemistry often confines practitioners to small datasets. Herein, we touch upon the limitations associated with small data in ML and emphasize the impact of bias and variance on constructing reliable predictive models. We aim to raise awareness to these possible pitfalls, and thus, provide an introductory guideline for good practice. Ultimately, we stress the great value associated with statistical analysis of small data, which can be further boosted by adopting a holistic data-centric approach in chemistry.     

A structural investigation of 1,2 (bis-phenoxy)ethane and its derivatives

The 1,2-(bis-phenoxy)ethane family of molecules have a number of possible conformations in the crystalline state due to the flexible nature of the ethane spacer group. Structural trends within this group of molecules were examined via the use of single crystal X-ray data and computational chemistry.     

Philosophy of Chemistry and Limits of Complexity

The problem of complexity is considered within the framework of concepts developed in recent studies in the philosophy of chemistry. According to previously expressed ideas about diminishing interactions (Vančik, 1999), as well as on the basis of the concept of levels of complexity, we speculate here that the complexity should approach its final limit. On the other hand, dynamical complexity may grow ad infinitum, and relativistic effects can only limit it. Impacts of these considerations on a possible change of actual paradigm of cosmology, especially on the anthropic principle, are also discussed. This revised version was published online in July 2006 with corrections to the Cover Date.     

Science and Arts,Philosophy and Science: Why after All? Why Not?

This perspective summarizes some interdisciplinary aspects of science and the relation to philosophy, also including the basic motivations and aims as they might be discussed with young scientists starting their careers and presented also in the form of a commencement speech. The contents of this speech were repeatedly discussed also with Jack Dunitz, who showed great interest in it, given his broad interests. The speech also referred to an earlier commencement speech by Jack Dunitz in 1989. In the introduction of our essay, we mention the early common history of science and humanities under the name of philosophy. This early history can be traced back to ancient Greek philosophy and the ‘academy’ of Platon in Athens with a history of more than 1000 years until closure in 529 AD, in modern times revived as the National Greek Academy in Athens in the 19th and 20th centuries. Other ‘academies’ in Europe started in the 17th century and had publications under various names involving ‘philosophy’ with a focus on what we call science (natural science) today. After about 1800 there was increasing fragmentation of the various fields of knowledge and philosophy was considered to be part of the modern ‘humanities’ quite separate from science, and the natural sciences were fragmented into physics, chemistry, biology etc., and even finer subdivisions. The essay also describes an effort at ETH Zurich, reintegrating the various subfields of science and also stressing an education of scientists and engineers in the humanities. The essay concludes with a discussion of several global risks for mankind and a scientific imperative to maintain life on Earth. The common aspects and the foundations of all sciences as fields of knowledge aiming for an understanding of the world around us and of human beings as part of it are discussed from various perspectives.     

华东师范大学青少年化学科普基地的探索与实践

为激发青少年科学兴趣、培养青少年化学探究与创新能力和拓展高等院校的社会服务功能,华东师范大学建设了面向社会开放的青少年化学科普基地。科普基地以化学探索工作室、化学实践工作室和化学实验数字化工作室为主体,在空间布局上突出化学特色,具有科技展馆的视觉效果。科普基地开设了系列化学科普讲座、系列趣味化学实验及化学探究课题,构建了"中小学生、在校师范生和中小学教师"三位一体的教学实践模式,在青少年化学知识普及和实践创新能力培养方面取得了较好的实践效果。华东师范大学化学科普基地实现了青少年科普基地与学校常规教学工作的有机结合,有效地解决了高校自身培养目标与服务社会之间的矛盾,希望能为高等院校科普基地的建设提供有益的借鉴。     

Interaction between secondary and higher schools: A basis for fundamental chemical education

Nowadays, within the Russian system of higher education there are two subsystems working fairly independently. One is mass higher education, and other is fundamental (quality) education. The educational reform which has been underway since the mid-1990s only makes worse the situation. Every year higher school teachers note a decrease of the quality of applicants and first-year students, gaps in their knowledge of chemistry, mathematics, and other disciplines. Under such conditions, universities should provide themselves with a corpse of the adequately prepared applicants. What can be done in order to preserve traditions of the Russian fundamental university education? First of all, quality textbooks for school pupils and applicants can be written and published. Further, connections between higher education institutions and secondary school in various regions of the country can be established and developed. Another very important task consists in organizing and conducting science Olympiads for schoolchildren and applicants. All these activities are being undertaken now by the Moscow State University.     

The Emergence of the Philosophy of Chemistry

After a long period of neglect, the philosophy of chemistry is slowly being recognized as a newly emerging branch of the philosophy of science. This paper endorses and defends this emergence given the difficulty of reducing all of the philosophical problems raised by chemistry to those already being considered within the philosophy of physics, and recognition that many of the phenomena in chemistry are epistemologically emergent.     

中学化学卓越教师教学论文内容分析及启示*

教学研究论文是反映中学化学卓越教师专业素质和能力的一项关键指标。针对119名中学化学卓越教师的1 196篇教学论文展开内容分析,研究结果在宏观上反映了中学化学卓越教师教学研究的现状及计量特征,在微观层面上呈现了中学化学卓越教师教学研究的核心内容领域,以期为一线中学化学教师开展教育科研提供重要参考与借鉴。     

发现化学之美感悟科学魅力

本文指出化学教学的关键,在于引导学生发现化学之美,感悟科学魅力,激发学生的学习兴趣及创造潜能。全文阐述了化学的外在美、揭示了化学的内在美———化学学科思想 (科学之美 )、崇尚化学家的人生之美及化学教师的人格之美。作者认为：化学教师的人格之美源自“以学生发展为本”的教育理念和对学生及化学教育事业的挚爱。本文旨在倡导广大教师更新教育观念,增强自身素质,升华崇高人格,真正实现化学教学中“教师快乐教学,学生享受学习”。