促进科普产业发展的政策体系研究

论文分析了建立健全科普产业发展政策体系的迫切性,对我国现有的促进科普产业发展的政策作了较为全面系统的梳理,指出了现有政策体系存在的问题,并从法制完善、政策制定、政策措施执行等方面提出了相应的对策建议。     

从内蒙古地区大学生科学素养调查看科学素养的性别差异

科学素养中的性别差异问题,是科学素养研究的一个非常重要的问题。我们以对内蒙古地区大学生科学素养调查数据为依据,分析了在受教育年限和程度相似的情况下,男、女大学生科学素养仍然存在性别差异的原因,并特别指出,在科学素养的调查问卷的设计、评价标准等方面引入社会性别视角,将会对科学素养的性别差异有不同的认识,得出一些不同的结论。     

“技术素养”的召唤：评介一份报告

本文评述了美国的一份关于技术素养的报告——《从技术角度讲:为什么全体美国人需要更多地了解技术》。     

米勒体系的结构演变及其理念解析

针对公民科学素质测量,米勒体系经历了不断的发展。从最初的三维结构,发展为实践中的二维结构,甚至转向对科学知识测量单一维度的倚重,反映出米勒体系的理念内涵——传统的科学观以及基于公众缺失的公众理解科学理念。     

Teachers Describe Epistemologies of Science Instruction Through Q Methodology

Creating scientifically literate students is a common goal among educational stakeholders. An understanding of nature of science is an important component of scientific literacy in K‐12 science education. Q methodology was used to investigate the opinions of preservice and in‐service teachers on how they intend to teach or currently teach science. Q methodology is a measurement tool designed to capture personal beliefs. Participants included 40 preservice and in‐service elementary and secondary science teachers who sorted 40 self‐referential statements regarding science instruction. The results identified three epistemologies toward teaching science: A Changing World, My Beliefs, and Tried and True. Participants with the A Changing World epistemology believe evidence is reliable, scientific knowledge is generated in multiple ways, and science changes in light of new evidence. The My Beliefs epistemology reflects that scientific knowledge is subject to change due to embedded bias, science is affected by culture and religion, and evolution should not be taught in the classroom. The Tried and True epistemology views a scientific method as an exact method to prove science, believes experiments are crucial for scientific discoveries, absolute truth exists in scientific knowledge, and society and cultural factors can be eliminated from investigations. Implications for preservice teacher education programs and in‐service teacher professional development are addressed.     

我国科普的新发展和需要深化研究的重要课题

比较系统地概括和梳理了我国近年来科技传播与普及（科普）的最新发展情况,分析并总结了我国科普工作在科普理念、科普政策、科普实践、公民科学素质建设、科普理论、学科建设等方面取得的新成就,并对我国未来科普工作和科普研究的发展趋势进行了预测,提出了需要深化研究的重要课题。文章认为,我国近些年来在科普研究和实践领域都取得了一系列重要的突破,科普工作已经迈入一个全新的发展阶段,科普研究也获得了一系列重要的成果并将更好地发展。     

公众科学素养调查引入地方性科技知识问题案例研究

在文化人类学中,吉尔兹提出地方性知识概念,它强调了在特定环境中形成的具有文化特质的知识。在对＂科学素养＂概念理解多元化的背景下,公众科学素养调查引入地方性知识问题日益成为关注的焦点。本文在探讨科学素养调查引入地方性科技知识合理性问题的基础上,选取了兼具民族性和边缘性的内蒙古地区的公众,进行了国家标准问卷和具有内蒙古特色的地方性科技知识问卷的双重调查,并对调查结果进行了对比分析,以此对讨论的科学素养衡量标准多元化提供一个案例支持。     

从报刊和电视看社会对现代物理知识的需求

近年来,电视和报纸一直是我国公民获取科技知识和信息的主要渠道,看懂报刊和电视上的科技报道与节目,是当今社会每个公民应该具备的基本科学素养。报刊和电视中涉及的现代物理知识在内容和数量上的特点,一定程度上反映了社会对现代物理知识的需求情况。本文调查统计了国内具有影响力的综合性报刊和央视科教栏目,分析了社会对不同现代物理知识的需求差异及其变化情况。了解这些现代物理内容及变化对有效提高公众科学素养、开发和建设符合时代要求的现代物理课程及科普资源,具有重要的指导意义。     

Attention to meaning by algebra teachers

Non-attendance to meaning by students is a prevalent phenomenon in school mathematics. Our goal is to investigate features of instruction that might account for this phenomenon. Drawing on a case study of two high school algebra teachers, we cite episodes from the classroom to illustrate particular teaching actions that de-emphasize meaning. We categorize these actions as pertaining to (a) purpose of new concepts, (b) distinctions in mathematics, (c) mathematical terminology, and (d) mathematical symbols. The specificity of the actions that we identify allows us to suggest several conjectures as to the impact of the teaching practices observed on student learning: that students will develop the belief that mathematics involves executing standard procedures much more than meaning and reasoning, that students will come to see mathematical definitions and results as coincidental or arbitrary, and that students’ treatment of symbols will be largely non-referential.     

“科普环境信息场”理论研究——用“科普环境信息场”理论来理解科普

从科普的自然属性理解,科普是非学科科学技术教育与传播的集合。作者综合应用脑科学及创新教育理论等多学科的相关理论对科普进行研究,提出了“科科普环境信息场”理论,从中国国情出发,在科学发展观思想的指导下,围绕以人为本的宗旨来理解科普,并从这一新视角对科普的定义、内涵、属性特征等进行了阐述。