An Empirical Study On Enhancing The Understanding Of Nature Of Science Of Pre-Service Science Teachers By Explicit-Reflective Instructional Approach

Emphasizing the nature of science has been a general trend and consensus in international science education,and exploring an effective teaching path of the essence of science is also the focus of the International Institute of Science Education.International research has shown that the educational value of explicit-reflective instructional approach to promote learners’ understanding of the nature of science has gradually become prominent.In the discussion of specific teaching approaches,different approaches have different effects on the promotion of different connotations of the nature of science.Therefore,the actual effect of explicit-reflective instructional approach needs to be further clarified.Based on the existing teacher education curriculum system,how to use explicit-reflective instructional approach to imporove the understanding of nature of science of pre-service science teachers has become a problem that requires multi-dimensional research,attention and resolutionBased on combing the analysis of literature,the writer have been clear about the diversification of the nature of science,explicit-reflective instructional approach,pre-service science teacher to carry on the definition,and then refered to Lederman’s VNOS series scale and Dr.Huang Xiao’s questionnaire on the nature of science,an evaluation scale on the nature of science was formed to investigate the understanding of the nature of science among normal university students of science education in a certain university.Using Scientific Argumentation,Socioscientific Issues,Science Reading and Writing,the History of Science,choicing the topic of voice transmission,the essence of light,epidemic of COVID-19 and global warming,Galileo ideal experiment,the discovery of electric current and so on multiple teaching topic to carry out the teaching.In research process,pre-service science teachers can effectively reflect by setting up teaching situations rich in the nature of science and setting up questioning and reflection tasks.Before and after the experiment,all use the same rating scale of nature of science for understanding of nature of science assessment,found pre-service science teachers in understanding of subjectivity,the distinction between observation and speculation and imagination and creativity,scientific infiltration social culture have obvious ascension than that in comparative classes,then based on the measuring results after picking some pre-service science teachers for they understand the situation and the cause of the change of nature of science in-depth interviews.The experiment results were further analyzed and sorted out,and the following research conclusions were formed:The experimental results are further comprehensively analyzed,and the following research conclusions are formed:(1)Explicit-reflective instructional approach should create a reflective context that combines the nature of science with scientific knowledge and argumentation.explicit-reflective instructional approach needs to create a context of reflection that combines the nature of science and scientific knowledge,especially in the process of generating cognition of the nature of science,constantly using argumentative methods to promote better reflection of pre-service science teachers.Pre-service science teachers have a high acceptance of these specific situation creations.For example,they can recognize that scientific argumentation is the core of scientific inquiry,and improve their grasp of scientific concepts and scientific knowledge in the process of proposing claims and finding arguments,and further improve My own understanding of science.(2)Explicit-reflective instructional approach can effectively promote the pre-service science teachers ’ understanding of the nature of science.From the perspective of quantitative and qualitative analysis,explicit-reflective instructional approach is effective.Explicit-reflective teaching clarifies the explicit goal of understanding the nature of science and creates a reflective context,which causes pre-service science teachers to pay attention to the connotation of the nature of science in the teaching content.(3)Pre-service science teachers have different levels of improvement in understanding the nature of science.The improvement of imagination and creativity is the most obvious,followed by the distinction between observation and speculation.The teaching of the nature of science is a procedural activity.This process not only embodies the dynamic teaching activities and teaching approaches of the nature of science,but also embodies the process of pre-service science teachers’ understanding of the nature of science.The advancement of pre-service science teachers ’understanding of the nature of science in each dimension is also a process of dynamic development,and the degree of advancement varies.