The Research Of Physics Teaching Using Science History To Convey The Nature Of Science In High School

We have set the main objects that developing the modern scientific education for people for a long time.There are obvious defects in the scientific sense of the nature that Chinese middle school students hold. Our students are lack of deep understanding of the nature of science, only realized the surface of scientific knowledge.There is a great significance for students to understand the nature of science in that it can help students promote their study of science and raise their science interests, and enhance their understanding of science and their capacity of decision-making, etc. For our society, the public's understanding of the nature of science can contribute to developing their national scientific science literacy, helps the advancement of technology and social the development of society. High school students, they face not only the pressure of graduation examinations, but also the pressure of college entrance examination. How to penetrate the nature of science into the limited time of a class has become a pressing issue placed in front of modern science teacher. Among various studies of the nature of science by scholars, no more than two ways to convey the nature of science by exploring the history of science activities and inquiry activities. However, the request of nature of science through inquiry activities to convey the teaching to students is high, and the results have yet to be verified. The history of science into the teaching is the effective and respected way that most students view the nature of science. In view of this, this study adopts the methods of scientific history into the high school physics teaching methods to convey the nature of science. Nanning Number Four Middle School selected a group of 45 students in Grade One as the study sample. The experiment of a chapter of history of science into the unit about the law of gravity, designing the mode of "History of Science - Expressly - Reflection" putting scientific history into daily teaching physics in ordet to develop the natural scientific sense of students and it will last for three weeks. Questionnaire was used before and after test to examine the scientific sense of students. The results show that the nature of science of students has been significantly improved. Therefore, this teaching model used in the study play a great role in promoting the scientific sense of students.This research was mainly about the following aspects.Firstly, the nature of science in philosophy on the evolution and the domestic and foreign results of research carried out are reviewed. On this basis, the nature of scientific sense that our high school students should have is constructed.Secondly, in order to realize the nature of science sense in present states of secondary school students, I self-prepared "understanding the nature of science" questionnaire, and predicted the future of the students who took part in the experiment. Results show that the students misunderstand the three dimensions of the nature of scientific sense about scientific knowledge, scientific inquiry and scientific enterprise varying degree. Analysis of the test results also shows that the gender of students has no obvious influence on understanding the nature of science.Thirdly, the design of the "History of Science - Expression - Reflection" will build a mode that combines the scientific history and the daily teaching of physical sciences to develop students the nature of science, and adopt this mode to design two cases of "Planetary movement" and " Law of universal gravitation". Then, to carry on three week-long teaching practice sum up and clean up t the discussion situation of the scientific essence to the teachers and students in the classroom again, predicted surveys were applied to the students participating in the experiment and taking advantage of SPSS11.0 software to analysis the data. The results show that: the teaching mode that adopted by the teaching experiment in improvement of students sense of the nature of science take effects to some extent. The effects of the gender of students on the understanding the nature of science is not significant.Finally, I reflect on this study and propose proposals about future researches.