Understand The Nature Of Science

In recent years, the international science education community strongly advocated the history of science, philosophy of science and sociology of science (abbreviated HPS) into science education in primary and secondary schools in order to promote students’ understanding of the nature of science to help students form a correct conception of the nature of science, culture their spirit of science and innovation, which is a major practical problem of science education community. After the rise from the1960s to Kuhn as the representative of the historical philosophy of science, history of science and philosophy of science began you have me, I have you, integration, and later joined the scientific sociologists form the HPS Science Education. Science and nature of the problem has become an important goal of science education is also one of the core components of scientific literacy of students. According to the survey found that there are many problems of scientific conception of the nature of primary and secondary science teachers. Teachers ’understanding of the nature of science is not in place is bound to affect students’ scientific conception of the nature of the establishment, affecting the spirit of technological innovation ability of science students. Therefore, to explore HPS integrate science curriculum for science education reform has important practical significance.In this study, relevant theories in essence and HPS analysis on the scientific nature of science, the use of the HPS and the content of text analysis method involved in China’s primary school science curriculum standards of primary school science textbooks are summarized and analyzed; the "NOSS views of nature of science questionnaire" on the nature of Science in ten cities and counties Sichuan Province, primary school science teachers’ views of the sampling questionnaire survey abroad; in order to further understand the status of primary school science teachers’ nature of science teaching in scientific classroom, the researchers were observed and recorded by an observer into individual science teachers complete class, and the entire teaching process recording.The main conclusions drawn through research:1.HPS and scientific nature of the content of primary school science curriculum standards is less, and more scattered and vague.2. The presentation of primary school science textbook in the history of science and other relevant materials HPS is relatively small, and there is a single.3. Primary school science teachers to "scientific world outlook","scientific inquiry","science" three to the understanding of nature of Science degree is low. Performance is the lack of emergence and development of scientific knowledge, scientific evidence is interpreted, science and social and cultural relations and other aspects on the basis of understanding.4. Primary school teachers are lack of a scientific nature of teaching for students in science teaching in the classroom, embodied in the neglect of the students’ subjective understanding of scientific knowledge, scientific evidence on questioning, the relationship between science and social and cultural background of understanding, etc.. According to the above problems, this paper based on the perspective of HPS, put forward from "teacher training","curriculum design" and "teaching strategy" three aspects to improve China’s science education to understand the nature of science aspects of deficiencies, mainly involves:the professional development standards for teachers of science primary school and program content and form of HPS; primary school science teacher training, training based on the increase in the HPS and the nature of science; teaching objectives, content, teaching suggestions and teaching cases in primary school English curriculum standards and textbooks; using diverse nature of science teaching methods, and teaching reflection.