【作 者】：
周 榕， 侯 甜
【关 键 词 】：
探究认识论； STEM学习； 探究； 经验； 有根据的断言
【栏 目】：
理论探讨
【中文摘要】：
探究是完成STEM学习的核心途径。然而，对于“什么是真正的探究”，仍存在观念误读与实践偏差。杜威探究认识论打破了传统认识论二元对立的局面，对探究的本质与过程以及情境、经验、问题等关键概念进行了阐明与构造。因此，借助杜威探究认识论，对STEM学习中的“探究”哲学意蕴进行审思，对其跨学科和问题解决特性予以释误，并对围绕探究开展的历史实践加以剖析。研究表明，STEM学习中的“探究”应以有价值的问题为原点，经由“有控制的转变”而获得“有根据的断言”。STEM学习中的“探究”应当实现知识、经验、情感的多维度跨越，从而形成能够判断当前情境并预测未来的断言，这才是其真正的结局。
【英文摘要】：
Inquiry is the core approach to STEM learning. However, there are still theoretical misunderstandings and practical bias about "what the real inquiry is". Dewey's inquiry-oriented epistemology breaks the duality of traditional epistemology, clarifies and constructs the nature and process of inquiry as well as the key concepts such as context, experience and questions. With Dewey's inquiry-oriented epistemology, this paper interprets the philosophical implications of "inquiry" in STEM learning, clarifies its interdisciplinary and problem-solving nature, and analyzes the historical practices about STEM inquiry. The study suggests that the "inquiry" in STEM learning should start with a valuable problem, and derive "informed assertions" through "controlled transformation". The "inquiry" in STEM learning should realize the multidimensional span of knowledge, experience and emotion, and the assertion that can judge the current situation and predict the future is the real outcome.