The Research Of Junior Middle School Science Teacher Comparison Of Views On The Nature Of Science

In 2000. the Ministry of Education launched a new round curriculum reform of basic education in 21st century, in which science curriculum reform is the focus and highlights of this reform. The science curriculum reform has two main characteristics:First, this is the first time for science curriculum reform to improve the scientific literacy of all students as a scientific objective of the course. Second, China began a nationwide integrated science curriculum reform.Students understand the natural science's literacy is an important part of student's accomplishment, but also to their attitude and concept of science and science curriculum, and affect their scientific learning and learning outcomes. The teacher of natural science and their teaching has a direct impact on student's view of natural science.The study is in the context of new round science curriculum reform,, the purpose is get preliminary understanding of integrated science teacher's view of natural science in Zhejiang province which is integrated science reform pilot areas, and compared with the Jiangsu province specialized science teacher's view of natural science.The biggest integrated science curriculum reform pilot areas in Zhejiang province, have not specific investigations to integrated science teacher's view of natural science, but also have not been the actual in-depth consideration with integrated science teacher and specialized science teacher's view of natural science's level. Therefore the results of this study for science education reform is conducive to the enforcer. Professional development and training teachers to provide targeted recommendations to enforcer.This research study on science education through literature in the definition of the concept of the nature of science, and this summed up the nature of science-based view of the three dimensions of scale and 18 components, and finally compile their own junior middle school science teacher's view in a science essence of the questionnaire. And use this questionnaire for survey for integrated science teacher and specialized science teacher's view of natural science in Zhejiang Province and Jiangsu province. Finally, the findings has used SPSS 17.0 statistical software for statistical analysis, the following conclusion is:Junior middle school integrated science teacher and specialized science teacher have some knowledge, but knowledge should to be improved. On the whole, junior middle school integrated science teacher and junior middle school specialized science teacher's understanding of natural science has not significant difference, but further analysis of the results, the junior middle school integrated science teacher and specialized science teacher's understanding of natural science have in common.also have their own characteristics. The dimensions of the nature of scientific knowledge, understanding of middle school integrated science teachers tend to the contemporary natural science. the junior specialized science teacher tend to the traditional understanding of natural science. The dimensions of the nature of scientific inquiry, understanding of middle school integrated science teachers not good as specialized science teacher; and the nature of scientific knowledge compared to the dimension of knowledge, integrated science teacher and specialized science teacher's view relative lack of understanding for science dimension of scientific inquiry and dimension of science enterprise's essence.Integrated science teacher and specialized science teacher for the nature of 18 science components and the nature of scientific knowledge for the dimension of the "persistent", "tentative", and "cumulative" and "predictability" of these four components, dimensional nature of scientific inquiry in the "creative" and "non-absolute objectivity " of these two components, dimension in the nature of science, "scientists and the scientific community" and "STS" better understanding of these two components, for the rest of the ten components of knowledge is poor. Integrated science teacher to knowledge of the nature of science in the "cognitive, ""tentative", and "limitations","interpretative" nature of scientific inquiry in the "logic" and the nature of science in the "scientist identity" these constitute strong understanding of factors than specialized science teacher. Especially for "cognitive" and "limitations " of these two components, integrated science teacher was significantly stronger than specialized science teacher. The nature of scientific knowledge for the integrated science teacher's "persistent","cumulative","testability","unity" the nature of scientific inquiry in the "creative", "non-absolute objectivity" and "scientific method diversity ", and the nature of science in the "scientists and the scientific community" knowledge of these components be not as good as specialized science teacher, especially for "persistent","cumulative", "creative" these three components, integrated science teacher be not as good as specialized science teacher, for the "predictability", "non-authoritative". "Science and Ethics"," STS " This understanding of the four components is not very different between integrated science teacher and specialized science teacher.Based on the above conclusions, how to enhance the integrated science teacher's view of natural science's essence level, the author recommends the following:for the in-service science teacher, open natural science's relevant training courses is conducive to enhance its natural science's essence level view.for pre-science teachers, improving to the establishment of its scientific essence for the training system; establish integrated science teacher balanced natural science's essence; enhance understanding of integrated science teachers to scientific inquiry, science enterprise.