| Improving students' biological science literacy is the main task of biology courses and one of the goals of science education,and the essence of science is an important symbol of scientific literacy.HPS(History of Science,Philosophy of Science,and Sociology of Science)education is a teaching method that focuses on the connection between the history of science,philosophy,and society and is applied to science education.HPS education not only emphasizes the construction of the knowledge system through the study of the history of science,but also pass on the scientific essence and the mode of scientific thinking contained in scientific knowledge to students to understand dialectical materialism.Through HPS education,students can experience the process of acquiring scientific knowledge,accept the training of scientific thinking methods,cultivate their scientific spirit and innovation ability,and promote their cognition of science.Therefore,this topic uses questionnaire survey,experimental research,data analysis and other methods to study the use of HPS education model in junior high school biology teaching from the perspective of scientific essence view,in the hope that this model can promote students' understanding of scientific essence and improve their biological science literacy.This study first analyzed human biology textbooks for junior high school biology,and selected 44 content suitable for HPS education,including 9 of the first volume of grade 7,12 of the second volume of grade 7,7 of the first volume of grade 8,and 16 of the second volume of grade 8,which appear mostly in the body of the text.and extracurricular columns(such as scientist stories,science,technology,society,etc.).Then,through a questionnaire and taking the students from the author's internship school as samples,this paper investigates the cognition of students on the history of biological science.like teachers to supplement the history of science in class,and agree with the educational value of the history of biological science.This has laid a good foundation for teachers to implement HPS education.On the basis of the analysis of teaching materials and the investigation of students' related situations,HPS educational strategies were explored,and the corresponding teaching cases were presented with the examples of "practicing the use of microscope" and "producing carbon dioxide by photosynthesis to release oxygen".The author also carried out a semester of teaching practice for seventh-year students in the practice school,andfinally conducted classroom formative assessment and quantitative assessment of the essence of science.The results found that(1)HPS education is helpful for students to improve their language ability and understand the nature of science.(2)The use of HPS education in junior high school biology teaching is conducive to improving students' view of scientific essence.The three dimensions of the front and back comparison of the scientific essence view of the experimental class have been significantly improved,and the specific manifestations are relative,cumulative,repetitive,and limited.Empirical,non-stationary and scientific and social aspects.This research provides a certain theoretical and practical reference for the use of HPS education in junior high school biology teaching to improve students' biological science literacy. |
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