Research On Promoting Primary School Students's Science Identity By Web-based Scientific Inquiry

Science identity is one of the important objectives of science learning.In fact,it is a recent phenomenon that students' science identity is gradually declining,which will not only hinder the promotion of students' scientific literacy,but also restrict the development of national science and technology strength."How to improve students' science identity" has attracted the attention of researchers and international scholars.With the vigorous development of internet,big data,artificial intelligence and other technologies,in such a new era,we have to think about a new topic: how to improve the science identity of "digital native" students in the digital age? Some researchers have proposed that scientific inquiry with information technology can develop student's science identity.Up to now,most of the existing researches focus on the discussion of ideas,and there is not enough empirical data to support that the use of information technology in scientific inquiry can promote the development of students' science identity effectively."Can scientific inquiry with information technology promote the development of students' science identity? Why? How?" These questions need to be further explored and discussed.In this context,this dissertation tries to explore the laws of web-based scientific inquiry promoting students' science identity development,using web-based scientific inquiry environment as the experimental environment,taking the WISE(Web-based Inquiry Science Environment)as the experimental platform and choosing fifth grade students as the research participants,This dissertation focuses on the following three questions:(1)Can web-based scientific inquiry promote the development of science identity of primary school students?(2)Which factors can affect the development of primary school students' science identity in web-based scientific inquiry?(3)What are the pathways on which web-based scientific inquiry promotes the development of primary school students' science identity?In this dissertation,literature research,experimental research,questionnaire survey and focus group interview were used to conduct three sub-studies.The first substudy focuses on the influence and characteristics of web-based scientific inquiry on the development of primary school students' science identity through "the comparative experiment about the influence of web-based scientific inquiry,scientific inquiry in the conventional environment and regular science classroom learning on primary school students' science identity".Through "the experiment about the effect of reflected appraisal on the science identity of primary school students who engaged in web-based scientific inquiry",this dissertation investigates the effect of reflected appraisal on the development of science identity of primary school students.In the second sub-study,using the correlation analysis and Fuzzy-Set qualitative comparative analysis,the factors affecting the development of primary school students' science identity were explored.Base on the second sub-study,the third sub-study used the structural equation model to establish the path of web-based scientific inquiry to promote the development of primary school students' science identity.This research shows that web-based scientific inquiry can effectively promote the development of primary school students' science identity.There are some characters: it can promote the improvement of the "recognition" dimension(self-recognition and self-recognition by others)and the "performance" dimension(social behavior engaged in scientific practice).Web-based scientific inquiry can also effectively arouse the interest of science,improve the engagement in science and science and technology career intent which are important qualities of scientific literacy,web-based scientific inquiry to promote science identity development is a complicated process including six factors that interact with each other,which comprise three possible development pathways: Path 1 serves at the level of learning activities,which promote the science identity of primary school students by enhancing their web-based science inquiry interest,web-based scientific inquiry engagement,self-evaluation of the effect of webbased science inquiry(knowledge,methods,communication and cooperation)and selfconfidence in web-based science inquiry;Path 2 takes place at the learning activities and social interaction levels.It promotes the development of science identity of primary school students by enhancing their web-based scientific inquiry interest,web-based scientific inquiry engagement,self-evaluation of web-based scientific inquiry(knowledge,methods,communication and cooperation)and reflected appraisal.Path 3 takes place at the level of social interaction which promotes the development of science identity of primary school students through partner appraisals and reflected appraisal.This dissertation suggests that the scientific inquiry environment based on information technology under the guidance of learning sciences' theories and methods should be applied to school science education,the changes of students' learning characteristics need more attention.Students should have more access to social interaction,which can stimulate students' motivation of science learning,improve the students' science engagement,boost student's self-confidence and finally promote the development of students' science identity.This dissertation has certain contributions and innovations in theory,practice and method,which provides some theoretical basis and empirical support for promoting the development of students' science identity and enlightening the innovation of scientific education methods in the future.