Construction Of Supportive Classroom Context Can Afford The Emergence Of Scientific Argumentation

Scientific argumentation plays a key role in science education.It not only enables students to establish the scientific view of knowledge,to develop their creative and critical thinking,but also brings up students argumentation skills.But in reality,students are given less opportunity to argue,which resulting in students’misunderstanding when the context need they to argue. Our research try to figure out:what context could support students’scientific argumentation? And how do these context are constructed in classroom?Base on our research goal,this research employ these methods to collect data,which include literature, interview、meta-analysis and discourse analysis.According to analysis from theory to practical application of ideas, research results into the following sections:First,Demonstrates the relationship between scientific argumentation and science education, and it’s necessary to develop scientific argumentation in science education.So that student could argue autonomous without teacher’s impel.Second,Demonstrated that constructing the classroom context can promote the development of students’ scientific argumentation.And the nature of context constructing is the procession of students’acceptance of classroom rule.In other worlds,the research’s focus can change to the constructing of classroom rule.Third,Introduction of complex science’s guidance in epistemology and methodology of the study.On the epistemology,recognizing that the progress of student learning in classroom is a process to adapt to new rules.On the methodology,the emergence of students’ scientific argumentation could come true by using nested hierarchy to construct rule.The development of scientific argumentation is actually students’perspectives developing process,which include:diversity-diversity of interaction-screening.Thus supporting students’scientific argumentation’s classroom rule construction process, which can be seen as the process of constructing hierarchical rules.Fourth,through meta-analysis,the research summarize the rules Construction level in classroom.The first stage is promoting diversification perspective, it need to give the rights of students to solve problems, to encourage students to express their views, to advocate evidence and reasoning.The second stage is the diversity of interaction,it need to continue to strengthen the rule of the previous stage, while allowing students to be responsible for their views,and students need to be responsible for others’views also,as they are one of the members in the class community.In the screening stage,it need to strength the rules of previous stage,while students should achieve the goal to select the most rational and convincing idea of all,or repair their own ideas.Last but not the less,the research finding into practice.Through apply the rules in different stage,students are able to carry out independent scientific argumentation.