An Empirical Study On The Influence Of HPS Teaching Model On Students' View Of Nature Of Science

Cultivating modern citizens with scientific literacy has become the goal of scientific education all over the world.To enable learners to form a scientific literacy,it has been reached a consensus in the process of exploring science education in Europe and the United States,and it has been penetrated into the country's scientific reform of the document,written in science curriculum standards.China is no exception.The view of the nature of science is an important aspect of scientific literacy,and permeates all aspects of science education.Through the scientific teaching behavior of teachersstudents are able to obtain the understanding of the nature of science.At present,HPS education is recognized as a new concept in the world science education,which aims to promote students' understanding of the nature of science and improve students' Scientific Literacy.However,from the existing literature research,the implementation of HPS education on the students' scientific concept of what specific aspects of the impact is not clear.This research is based on the theories of psychology,pedagogy,philosophy of science,combined with the methods of literature research,questionnaire and experimental research.the author makes an empirical study on the influence of HPS teaching model on students' scientific concept of nature.This study analyzed the PEP nine grade chemistry textbooks,Sorted out the relevant content about scientific facts,presenting forms and the scientific essence view contained,finally,three topics are selected for the teaching design of HPS teaching mode.,these are “Atomic structure”“Element”“Law of conservation of mass”.And take the third grade two classes as the investigation object,one as the experimental class,the other as the contrast class.The experimental class adopts the HPS teaching pattern teaching,and the comparison class adopts the traditional teaching method.Using two research tools "Formative assessment of scientific concept of nature" and "junior high school students' scientific nature view questionnaire" is to get feedback on the empirical results.The data were analyzed by Excel and SPASS software,through the analysis of the results we found that HPS teaching model on Students' view of nature of Science has obvious influence,such as "Relativity","creativity","non authority","science and morality","scientist identity" and so on.This paper empirically studies the specific influence of HPS teaching model on students' scientific concept of nature,there are some practical implications,such as to promote the implementation of compulsory education chemistry curriculum standards,to promote students' understanding of the concept of scientific nature,and to provide guidance for the revision of training programs for normal chemistry teachers in Higher Education Institutions.