What is the concept of science education?

The concept of scientific education. At the Third Plenary Session of the National People’s Congress, the Chinese government more clearly proposed the comprehensive implementation of quality education, based on the overall goal of improving the scientific quality of the entire nation, and strengthening the cultivation of scientific quality among primary and secondary school students.

From a global perspective, the goal of science education in middle schools has also been determined to improve people's scientific literacy, that is, to cultivate people with scientific literacy.

There are four core factors in scientific literacy, namely: first, understanding of science and technology, including understanding the nature, concepts, principles, and processes of science and technology; second, understanding of the relationship between science, technology, and society; third,

Scientific spirit and attitude; fourth, the ability to use science and technology to solve daily life and social problems, including the ability to use scientific methods, the ability to judge and make decisions, the ability to cooperate and communicate with others, and the ability to self-supplement and continue learning.

The author believes that the cultivation of scientific quality is the overall behavior and system engineering of education. It requires the concept of quality education to be implemented in the overall system of education, and the structure is adjusted based on this concept and goal, so that education as a whole can

Realize the functions and effects of quality education.

As one of the components of the overall education system, science education carries the concept of scientific quality education and the specific goal of understanding science.

Understanding science is a basic component of scientific quality and occupies a very important position.

The understanding of science is composed of four parts, including understanding of the nature of science, understanding of scientific processes, understanding of scientific methods and understanding of scientific objects.

Understanding the nature of science helps distinguish science from non-science, science from pseudo-science, and is a basic component of scientific quality.

The demarcation standard of science is intended to distinguish science from non-science or anti-science, science and metaphysics. Its demarcation standard shows the essential difference between science and non-science or anti-science, science and metaphysics, and becomes an important factor in scientific judgment.

in accordance with.

From the perspective of logical empiricism, science is a language system or propositional system that logically systematizes empirical facts obtained from observation and experiment.

Whether a proposition is meaningful or not establishes a limit. Any proposition that can ultimately be referred to experience and is confirmed by experience is meaningful, otherwise it is meaningless.

Logical empiricism uses this criterion to distinguish science from non-science.

After logical empiricism, the famous British scientific philosopher Popper replaced verification with falsification.

Testability is a necessary condition for science. Without this condition, it is not science.

However, this condition alone does not make it science.

The reason why science is science is not only because it is empirically testable, but also because science has formed an internally consistent and logically complete theoretical system.

In contrast, the social historical school values ??the latter more.

For example, Kuhn, a representative of this school of thought, once proposed that the presence or absence of a paradigm is the criterion for demarcating science from non-science and pre-science.

Paradigm is a sign of scientific maturity. Before any discipline forms a unified paradigm, it is not scientific. Only after forming a unified paradigm can it develop from pre-science to science.

The core of Kuhn's paradigm is scientific theory.

It can be seen from this that science, as a reflection of the phenomenon-essential structure of nature, has a knowledge system with a structure of empirical knowledge-theory, while scientific criteria have a dual structure of experience-theory.

A correct understanding of the nature of science is the first condition for understanding science.

The understanding of the scientific process unfolds in three dimensions. First, knowledge is a process, and truth is also a process.

Secondly, this process is a process of exploration. There is no inevitable path to success and there is no formulaic logic of scientific discovery.

Third, through the teaching of science history cases, students can "reproduce" the entire process of scientific research starting from the selection of scientific research topics.

Understanding the scientific process is conducive to cultivating students' sense of inquiry, cultivating students' inquiry abilities, and stimulating students' innovative potential.

There are two types of scientific methods: empirical methods and logical methods.

According to the level, it can be divided into general method (principle method), general scientific method and specific scientific method.

Scientific method is an important part of natural science. Major progress in natural science often comes from innovation in research methods. Education in scientific research methods is an indispensable part of ability and quality cultivation.

Understanding the natural world, the object of natural science research, is the ultimate goal of scientific research and the fundamental purpose of learning.

The purpose of human beings engaging in scientific research is to obtain an overall understanding of the natural world.

Nature is a whole, it exists and is known as a whole.

The uniformity of nature determines the integrity of human understanding. Without understanding nature as a whole, or without obtaining a holistic view of nature, we cannot achieve a true understanding of nature.

Natural science is a whole. Due to the lack of human cognitive ability and the limitations of understanding of nature, various sub-disciplines have been formed.

Since each branch of science forms its understanding of the natural world from its own different aspects, the natural picture they provide is isolated and incomplete.

In order for students to form a true understanding of the natural world, it is necessary to cultivate a holistic view of nature, and the comprehensive curriculum of science education will undertake this mission.

The goals of science education form the core of scientific literacy cultivation, and have more specific content. This subject should play an important role in the modern education system.