“科学探究”缘何变身“科学实践”？——解读美国科学教育框架理念的首位关键词之变

摘要

Abstract: In A Framework for K-12 Science Education: Practices. Crosscutting Concepts, and Core Ideas (NRC, 2011) , an essential change is that scientific inquiry, a term pervading NSES (NRC, 1996) and science education literature over the past two decades, is replaced hy a new term, scienlifie practices. This change reflects Ihe efforts from American science education researchers in reconstructing the image of classroom inquiry, which has been misinterpreted by many as a synonym fur scientific method, a type of formalistic accounts dominating American seienee education history. Using the term scienlifie practiees, the framework put science-related pracliees in social, cognitive, and hehavioral dimensions on equal footing. Its implementation will then require in science classrooms a leading position for theoretical inquiries and processes that can represent the features of science as social activities.%在美国科学教育新框架中，首位关键词由“科学探究”变为“科学实践”，这一变更折射出近20年来美国科学教育研究者扭转课堂探究模式化倾向的努力。探究模式化的根源，可追溯到“科学（实验）方法”和“科学（思维）方法”在美国科学教育史上的主导地位。框架使用“科学实践”一词，凸显了融合社会、认知、行为三个维度的实践观。其实施要求理论性探究在课堂探究活动中占主导地位，并要求科学作为社会性活动的特质在课堂上得到充分施展。