An Empirical Study Of Nature Of Science In Senior High Chemistry

Cultivating students’ scientific literacy has become a common goal of the international science education.The nature of science as an important component of scientific literacy has gradually entered the field of science,and has become the focus of attention of science educators.High school chemistry is one of the core contents of science education.It plays an irreplaceable role in improving the students’ NOS and promoting their overall development.In addition,chemistry classroom teaching,as a direct and effective way to cultivate students’ scientific essence plays an important role in achieving scientific education goals for a long time.Therefore,it is very important to integrate science essence education into practical classroom teaching.The theoretical part of the paper,on the one hand,summarizes the scientism of nature(NOS).On the other hand,it studies the process of scientists’ understanding of chlorine,formulates the scientific nature of the history of chlorine chemistry,and relies on the history of chemistry and reflective scientific inquiry,designed the scientific nature experiment teaching classroom of "The Past and Present of Chlorine".In the practice part,mainly adopting a single set of experiments combined with qualitative research methods.The subjects of high school science students were investigated using the VNOS-C questionnaire developed by Lederman et al.to investigate the scientific essence of 66 high school students.The 11 students were further interviewed,and then experiment teaching was carried out based on the content of the teaching materials.The influence of explicit(chemical history)and reflective experimental teaching modes on the nature learning of middle school students was measured through pretest and posttest.The data shows that chemical history and reflective experimental inquiry teaching are conducive to improving students’ NOS.The most influential aspects are:scientific experience,social and cultural embeddedness,temporality,and the difference between observation and reasoning;the experimental classroom interferes with students’ correct understanding of science and requires imagination and the nature of creativity.In general,the scholastic nature of middle school students(NOS)is dominated by limitations.Students have a better understanding of the subjectivity of science,theoretical load,and social and cultural embeddedness.They also have observation and reasoning,imagination and creativity,and scientific knowledge.Temporary and scientific empirical nature is generally understood,understanding of scientific theories and laws differs,understanding of scientific processes and methods is poor,and there is a difference between male and female students in the nature of science(NOS).At the end of the paper,according to the problems found in the study,from the perspectives of textbook content arrangement,teachers’ scientific essence,scientific classroom teaching process and academic evaluation,the author proposes that the nature of science in textbooks should be laid out in a dominant manner,paying attention to the nature education of teachers in colleges and universities,and teaching.Focusing on the development process of scientific knowledge,focusing on reflective experimental exploration,and focusing on diversification of scientific evaluation of the school five recommendations,in order to integrate the essence of science learning into the daily teaching,to achieve a double harvest of scientific knowledge and the nature of science learning.