Teaching Research On "chemistry Teaching Theory Experiment" Based On Scientific Argumentation

The practices of argumentation have recently been upheld as an important need to develop students' understanding of scientific concepts. Argument based science education is a new trend in the current international science education and research in the field. This research was based on the high school chemistry experiments and introduced scientific argumentation into students' experiments learning . The purpose of this study was to assess pre-service chemistry teachers' understanding of science and scientific argumentation and to explore whether this kind of learning model can enhance their ability of scientific argumentation.A quasi-experimental design was adopted and qualitative and quantitative analyses were used. Participants of this study were 40 teaching education students at a normal university. They were divided into two groups:(1) an argumentation group; (2)a control group. Participants in the argumentation group were instructed in argumentation, and were provided with strategies for scientific argumentation,such as Scaffolding Instruction,Planning Competition,Appropriate Intervention. The control group did not receive any intervention and neither did they participate in any discussions on scientific argumentation. We designed oral and written questions in every experiment. Qualitative and quantitative data were collected through two groups of students' simulated teachings,experimental discussions and laboratory reports. A graphical representation (GR) was developed as a tool to code and analyze the dialogue interaction process in experimental discussions. From the perspectives on structures and contents, the results of written argumentation are assessed.As for the results, the argumentation group outperformed the control group in oral and written argumentation quality. Thus it was concluded that both giving instruction on argumentation and appropriately designing the atmosphere of classroom argumentation can enhance argumentation in students' oral and writing and also their science reasoning. By participating in scientific argumentation,students have a deeper understanding on scientific knowledge; Learning with science argumentation improves students' interest in chemistry.