科学史与科学哲学（History and Philosophy of Science, HPS）教学是指在科学教学中融入科学史和科学哲学的内容。科学史长久以来就被科学教育领域认为是宝贵的教学资源，通过科学史，学生不仅可以了解到知识是在怎样的社会历史背景下、通过何种方式形成的，还能了解科学家是如何思考和进行研究的。在历史上，哲学与科学一直紧密联系，在教授科学的同时也避免不了哲学问题的产生。因而，HPS教学得到了许多科学教育者和研究者的认可，近年来，随着科学教育领域对科学本质的高度关注，HPS教学作为一种有效促进科学本质培养的方式也开始得到更多的研究和探讨。

然而，在教学实践中，HPS教学并不常见。教师在教学过程中更加重视学生的科学概念理解，而不会花费过多精力研究HPS的内容。一些教师即使在课堂上利用了科学史资料，也仅仅将其作为补充知识或引入素材，未充分挖掘其价值，将它与科学概念的教学有机结合。HPS的研究者更倾向于将研究关注点集中在科学本质的培养上，深入挖掘科学史案例对教学的益处，却忽视了一线教师对于学生科学概念教学的高度重视。因而，能够指导HPS教学实践的实证研究并不多。也有部分研究者针对这些问题提出了一些有效支持教师组织科学史资料，促进学生概念学习的方法，以帮助教师在开展HPS教学的同时满足概念教学需求。但这些努力没有充分挖掘概念教学领域的新成果，没有提供具体的指导来支持学生表达自己的概念理解，教师不能及时了解学生的掌握情况并做出评价。

因此，本研究主要从两方面展开，一是在以往HPS教学研究、概念转变理论和多重表征教学研究的基础上建立融入多重表征学习策略的HPS教学模式，力图从概念学习的视角，探索HPS的教学实践。另一方面，基于构建的教学模式，以高中物理电磁感应章节为例进行教学设计，开展教学实践和实证研究。研究在实验班采用融入多重表征学习策略的HPS教学模式，对照班则开展没有融入多重表征学习策略的HPS教学。研究前后对实验班和对照班的学生进行科学概念测试，并收集了学生上期物理成绩和教学后的随堂检测成绩。在教学后抽取部分学生进行访谈，了解学生的学习体验和对教学设计的看法。

研究结果显示采用了多重表征学习策略的实验班在电磁学概念测试后测中并未显著优于对照班。但在之后的电磁感应随堂检测中，实验班的表现显著优于对照班，多元线性回归分析的结果证明多重表征学习策略这一干预条件能够有效地预测随堂检测的成绩。访谈发现，学生对于HPS教学持有开放、积极的态度，认为科学史故事能够激发学习兴趣，模仿历史实验和因果关系的探讨有助于科学概念的理解。实验班的学生则表示多重表征的构建能够帮助他们及时发现问题，在与同伴互相学习的过程中加深对概念的理解。

HPS teaching refers to taking the history of science and philosophy of science into science teaching. The history of science has long been considered a valuable teaching resources in science education field. Through the history of science (HOS) , students can not only learn how knowledge generated in specific social and historical background, also can understand how scientists think and research. In history, philosophy and science have been closely connected, and the teaching of science can not avoid the emergence of philosophical problems. Therefore, HPS teaching has been recognized by many science educators and researchers. In recent years, with the high attention to the nature of science in the field of science education, HPS teaching as an effective way to promote the cultivation of the nature of science (NOS) has also begun to get more research and discussion.

However, in teaching practice, HPS teaching is not common. In the teaching process, teachers pay more attention to students' understanding of scientific concepts, instead of spending too much energy on studying the content of HPS. Even if some teachers use the historical material of science in class, they only use it as supplementary knowledge or introduction material, and do not fully explore its value and integrate it into the teaching of scientific concepts. The researchers of HPS are more inclined to focus on the cultivation of the NOS and dig deep into the benefits of HOS, but neglect the high importance that teachers attach to students' understanding of science concepts. Therefore, there are few empirical studies that can guide the teaching practice of HPS. In view of these problems, some researchers put forward some effective methods to support teachers to organize historical data of science and promote students' conceptual learning, so as to help teachers to meet the needs of conceptual teaching while carrying out HPS teaching. But these efforts do not fully explore the new achievements in the field of concept teaching, do not provide specific guidance to support students to express their understanding of the concept, teachers can not timely understand students' grasp of the situation and make evaluation.

Therefore, this study is mainly carried out from two aspects. One is to establish a HPS teaching model incorporating multi-representation learning strategies on the basis of previous HPS teaching research, concept transformation theory and multi-representation teaching research, in an effort to explore the teaching practice of HPS from the perspective of concept learning. On the other hand, based on the constructed teaching model, the teaching design is carried out by taking the electromagnetic induction chapter of high school physics as an example to carry out teaching practice and empirical research. In this study, HPS teaching mode incorporating multi-representation learning strategy was adopted in the experimental class, while HPS teaching without multi-representation learning strategy was carried out in the control class. Before and after the study, the students in the experimental class and the control class were tested on the concept of science, and the students' previous physics scores and in-class test scores after teaching were collected. After teaching, some students were selected for interviews to understand their learning experience and views on teaching design.

The results showed that the experimental class with the multi-representation learning strategy was not significantly better than the control class in the post-test. However, in the subsequent in-class test, the performance of the experimental class was significantly better than that of the control class, and through multiple linear regression analysis, it was found that the intervention condition of multiple representation learning strategy could effectively predict the performance of in-class test. Interviews showed that students held an open and positive attitude towards HPS teaching, believed that stories about the history of science could stimulate their interest in learning, and that imitating historical experiments and discussing causality were helpful to the understanding of scientific concepts. Students in the experimental class expressed that the construction of multiple representations could help them find problems in time and deepen their understanding of concepts in the process of learning from each other.