A Study On The Evaluation Of Junior High School Students' Scientific Reasoning Ability

Facing the rapidly developing industry 4.0 era,all the countries in the world are experiencing the power of the future wave to reshuffle the national competitiveness.It has become an unchanging trend of education development to cultivate the talents who can adapt to the future society.It is also a new subject of education research and an important proposition of China's education development.How science education exerts its unique strength and advantage in cultivating future talents is particularly important.In addition to teaching students' scientific knowledge,it is more important to cultivate students' scientific thinking and scientific attitude.As a kind of high-level thinking ability,scientific reasoning ability is an important ability,essential for scientific inquiry and scientific discovery and can reflect the individual's cognitive level and intellectual development.Therefore,the cultivation and research of scientific reasoning ability have become an important subject to be studied in science education.In the study of scientific reasoning ability,it is necessary to know the development status of students' scientific reasoning ability as the starting point and foundation of the follow-up research.This paper focuses on the evaluation of students' scientific reasoning ability,and uses the LCTSR test questionnaire combined with the students' basic situation questionnaire as a pen and paper test tool to test 1097 students in a junior high school in Jinan,Shandong province.Among them,six different dimensions of scientific reasoning ability are tested,including conservation reasoning,proportion reasoning,control variable reasoning,probability reasoning,correlation reasoning,and hypothesis deductive reasoning.Based on the test data,the relationship between students' reasoning ability and gender,grade,knowledge structure or their original family is analyzed.Some students were interviewed to analyze their thinking path in the process of the test.The results show that students' scientific reasoning ability has the following characteristics.Firstly,the overall level of scientific reasoning ability is stable,and the development of each dimension is not balanced.Secondly,there is no gender difference in scientific reasoning ability as a whole,but there has grade difference,with the score increases with the grade.Thirdly,the ability of scientific reasoning has nothing to do with the extracurricular study of science knowledge but has a positive correlation with students' knowledge of Chinese,mathematics,physics,and chemistry.Fourthly,there is an inseparable correlation between students' reasoning ability and their original family.Last but not least,there are thinking barriers in students' reasoning ability.They have inertial thinking of taking exams.They lack the knowledge of reasoning ability and the understanding of the essence of reasoning.