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欧盟HIPST科普研究计划及其“学科文化”理论概览
引用本文:薛永红,王洪鹏.欧盟HIPST科普研究计划及其“学科文化”理论概览[J].科普研究,2014,9(2):73-78,90.
作者姓名:薛永红  王洪鹏
作者单位:北京师范大学哲学与社会学学院,华北科技学院基础部;中国科技馆
摘    要:"学科文化"理论作为欧盟HIPST研究计划的核心理论,为科学文化建立起了"内核—躯体—外缘"的结构模型。研究者以此模型为基础,解释了科学的本质和科学发展的模式。将这一模型应用在科学教育领域,阐明了科学本质教育的根本问题、如何选择和组织科学课程内容的问题以及如何开展有效的科学学习等问题。目前,依据该理论所开发的教学案例已经在欧盟地区广泛使用,期望以此能更有效地提升学生的科学素养和公众对科学的理解。

关 键 词:HIPST研究计划  “学科文化”理论  科学文化  科学哲学  科学教育

Sketch and Enlightment of the HIPST Project and Discipline-culture Theory of the EU
Institution:Xue Yonghong Wang Hong'peng (College of Philosophy and Sociology, BNU, Beijing 100875) (Basic Curriculum Department, NCIST, Yanjiao Hebei 065201) (China Science and Technology Museum, Beijing 100012)
Abstract:As the core theory of the HIPST project of the EU, Discipline-culture displays it's stable structure: Nucleus- Body-Periphery. Based on the structure model, the nature and the progress of science have been elaborated. When the cultural model is applied to science education, several problems have been explained availably, such as, the education of the nature of science, how to select and organize the contents of science to teach, how to learn and study more efficiency, and etc. Now, some teaching cases have been developed and used throughout the EU, aimed to improve students' scientific Literacy and enhance the public understanding of science.
Keywords:HIPST project  Discipline-culture  science culture  philosophy of science  science education
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