在建構(gòu)主義的影響下以課堂為主體對自然科學(xué)領(lǐng)域的研究外文翻譯及原文

1、畢業(yè)論文英文文獻翻譯學(xué)生姓名 學(xué)生姓名 :姜海然 姜海然系 別 :應(yīng)用化學(xué)系 應(yīng)用化學(xué)系專 業(yè) :化學(xué) 化學(xué)年 級 :2011 2011 級專接本 級專接本學(xué) 號 :201120607111 201120607111指導(dǎo)教師 指導(dǎo)教師 :王建芬 王建芬衡水學(xué)院教務(wù)處印制 衡水學(xué)院教務(wù)處印制第 2 頁 from a consistently and rapidly expanding discipline (Led

2、erman, 1992). There is no consensus among science educators concerning the specific content to be included in contemporary science courses or even the methods and strategies of instruction to be used. However, there appe

3、ars to be strong agreement on at least one of the objectives of science instruction. The development of an “adequate understanding of the nature of science” or an understanding of “science as a way of knowing” continues

4、to be convincingly advocated as a desired outcome of science instruction (American Association for the Advancement of Science (AAAS), 1989, Lederman, 1992). Although the “nature of science” has been defined in numerous w

5、ays, it most commonly refers to the values and assumptions inherent to the development of scientific knowledge (Lederman & Zeidler, 1987). This characterization nevertheless remain fairly general, and philosophers of

6、 science, historians of science, sociologists of science, and science educators are quick to disagree on a specific definition for the nature of science (NOS). Such disagreement, however, should not be surprising given t

7、he multifaceted and complex nature of the human endeavor we call science. Moreover, similar to scientific knowledge, conceptions of NOS are tentative and dynamic: These conceptions have changed throughout the development

8、 of science and systematic thinking about its nature and workings did too (Abd-El-Khalick & Lederman, 1998). However, at the end, there is an agreement (even through not complete) about nature of science among scienc

9、e educators that scientific knowledge is tentative (subject to change), empirically based (based on and/or derived from observations of the natural world), subjective (theory-laden), partly the product of human inference

10、, imagination, and creativity (involves the invention of explanation), and socially and culturally embedded. Also two additional important aspects are the distinction between observations and inferences, and the function