Effect of Different Designs of Science History on Students’View of the Nature of Science：A Case Study on Atomic Structure
HU Shengli1, LU Yajun1, LIU Xiaoling2, JIAO Denglong2
1. College of Chemistry and Chemical Engineering, LongDong University, Qingyang, Gansu Province, 745000;
2. Number One Middle School of Qingyang of Gansu Province 745000
Abstract Offering a science history course is an important strategy to promote the development of students' view of the nature of science.As a quasi-experimental design,181senior one students were chosen as subjects in the study to explore the effect of different designs of science history on students' view of the nature of science during the teaching of atomic structure.The result shows that all of the teaching designs have effect on the development of students' view of the nature of science,but the dimension and degree of the effects are different,that is,among all of the design,cognitive style and reflective style are better than knowledge style.
HU Shengli, LU Yajun, LIU Xiaoling, JIAO Denglong. Effect of Different Designs of Science History on Students’View of the Nature of Science：A Case Study on Atomic Structure[J]. Chinese Journal of Chemical Education, 2012, 33(7): 24-27.
