| Scientific inquiry(SI)has always been one of the hotspots regarding the theory and practice of basic science education at home and abroad.Furthermore,SI is also regarded as one of "core literacies" in the newly issued High School Science Curriculum Standards in China.However,analysis of domestic and foreign related literatures reveals that Chinese researches on the understanding about SI are not thorough.This paper mainly focuses on the current situation of twelfth grade science students’ understanding about SI.First of all,Norman·lederman’s VASI(Views About Scientific Inquiry)Questionnaire,which is influential in terms of SI,is selected as a research tool upon analysis of literatures.Then,twelfth grade students from Chongqing J middle school and X middle school are selected as research objects to complete the questionnaire.Next,to determine interviewees,data processing and analysis are conducted from four aspects,namely,all samples,school types(urban key and rural non-key),class types(key and non-key classes),and gender,after which interview results are gathered and analyzed.Finally,based on the questionnaire analysis and interview results,the following conclusions are drawn: 1.The overall level of twelfth grade students’ understanding about SI is relatively low.2.The twelfth grade science students in key urban high schools have a higher level of understanding about SI than those in non-key rural high schools.3.The twelfth grade science students in both key classes and parallel classes have a similar level of understanding about SI.4.The twelfth grade female and male science students in high schools have a similar level of understanding about SI.5.Twelfth grade science students’ understanding about SI comes from classes and life experience.Considering above conclusions,the following suggestions are proposed: 1.Adopt a diversified evaluation mechanism for high school curriculums.2.Clarify goals of understanding about SI in High School Science Curriculum Standards.3.Improve SI teaching ability of science teachers.4.Change the science teaching methods. |
