A Preliminary Study On The Application Of HPS Education To The Teaching Of Biology In Senior High School

HPS(History of Science,Philosophy of Science,Sociology of science)is a scientific education paradigm based on the nature of science,which combines the history of science,philosophy of science and sociology of science.The history of science can deepen students' understanding of concepts based on the perspective of the history of scientific development.Philosophy of science has a positive effect on students' understanding of the significance of research and the mastery of logical methods.Sociology of science also explains the social background of scientific research to a certain extent.At present,the research on the application of HPS in the field of secondary education has affirmed its value,but mostly confined to the theoretical level of argumentation,or only a case design based on the research results of predecessors,however,it is still rare to use "HPS" in high school biology teaching,and combine various indexes to evaluate the effectiveness of HPS teaching.Therefore,this research based on the HPS perspective,combines the case of high school biology teaching to explore how to improve students' understanding of the nature of science,and to train students' critical thinking in high school biology teaching,which will enrich the teaching methods of teachers in high school biology classes to a certain extent.The specific research is divided into two parts: the current situation investigation and the teaching practice.The current situation investigation: through the teacher questionnaire and student questionnaire to investigated the cognition and attitude of high school teachers and students on HPS education,and interviewed the researcher of Guiyang Institute of Education,in order to obtain HPS application status and recommendations in high school biology teaching.The teaching practice: select some chapters from biology compulsory 1(PEP)textbook to design relevant cases based on the characteristics of “HPS”.Two parallel classes of the first grade of Tsinghua High School in Guiyang are selected for practical teaching.Before the implementation of “HPS” teaching,students will make pretests about students' “biological achievement”,“critical thinking”,and “views of nature of science” in order to ensure that there is no significant difference between the two classes.After performing "HPS" teaching for a period of time,a corresponding test will be made.Through statistical analysis of pre-and post-tests,the impact of HPS on students' biological performance,critical thinking,and the views of nature of science is explored.Investigation and research shows that most teachers and students hold a positive attitude towards the value of HPS education.However,the practical application of HPS in high school biology teaching is not high enough,and at present,teachers have inadequate knowledge reserves and have some problems,it is difficult to implement widely.From the analysis of the experimental results,“HPS” education has a significant role in promoting students' critical thinking and students' understanding of the nature of science,but it has no significant effect on the improvement of students' academic performance.It was found that applying the HPS to high school biology education as a guide to the 2017 new curriculum standard in order to improve students' comprehensive quality requires continuous practice and improvement.