师范院校学生对科技史课程的认知

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH
V. Bevz, O. Dmytriienko
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引用次数: 1

摘要

本文介绍了为高等师范院校物理、数学、计算机专业学生开设的《科学技术史》综合课程。重点介绍了该课程的有效教学形式、方法和手段。定性研究方法包括观察、与学生对话、关于课程效果的口头和书面调查;运用定量方法对学生的学习进度进行测试。56名波尔塔瓦·v·g·科罗连科国立师范大学的学生学习“科学技术史”课程,53名来自德拉戈马诺夫国立师范大学的学生学习传统课程,如“数学史”、“物理学史”、“计算机科学史”。结果表明,评估、开发和使用教具以及解决与历史有关的问题是组织学生科学史教学和未来教学活动的重要组成部分。对教师的调查显示,影响课程学习效果的主要因素有3个:提高学生在介绍新材料过程中的教育和认知活动(76%);在讲座、研讨会和做作业时解决与历史有关的问题(62%);由学生完成个人任务(56%)。“科技史”课程的效率是通过以下几个方面来实现的:一开始就复习之前学过的材料;引入基于问题的学习;团队教学;单项任务,总结性考核。“科学技术史”课程为学生提供有关科学发展的综合知识,并为在stem教育条件下的未来教学活动中使用历史信息做好准备。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
STUDENTS’ PERCEPTIONS OF THE HISTORY OF SCIENCE AND TECHNOLOGY COURSE AT TEACHER TRAINING UNIVERSITY
The article presents the integrated course “The History of Science and Technology” developed for the students of pedagogical universities, majoring in physics, mathematics, and computer sciences. The authors highlight the effective forms, methods and means of teaching the course. The qualitative research methods included observations, conversations with students, verbal and written surveys regarding course effectiveness; the quantitative methods applied testing of students’ progress. 56 students from Poltava V. G. Korolenko National Pedagogical University studying the course “The History of Science and Technology” and 53 students from National Pedagogical Dragomanov University attending the traditional courses, such as “The History of Mathematics”, “The History of Physics”, “The History of Computer Science” were involved in the experiment. The results show that important components for organising science history teaching and future pedagogical activities for students are assessment, developing and using teaching aids, and solving problems referring to history. The survey of teachers showed that the effectiveness of studying the course is mostly influenced by 3 main factors: enhancing students’ educational and cognitive activity in the process of introducing new material (76 %); solving problems referring to history during lectures, seminars and doing homework (62 %); doing individual tasks by students (56 %). The efficiency of the course “The History of Science and Technology” is achieved through: revising previously studied material at the beginning of the lecture; introducing problem-based learning; team teaching; individual tasks, summative assessment. The course “The History of Science and Technology” provides students with integrated knowledge about the development of science as well as the readiness to use historical information in future pedagogical activities in the conditions of STEM-education.
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来源期刊
Advanced Education
Advanced Education EDUCATION & EDUCATIONAL RESEARCH-
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