Integration Of CER Framework And Metacognitive Strategies To Develop The Scientific Explanation Ability Of High School Students

Scientific explanation ability has become one of the basic skills and literacy necessary for high school students to study science subjects.Based on the existing scientific explanation research,this study aims to construct students' scientific explanation difficulties,integrate CER framework and metacognitive strategies,and explore whether this strategy can promote the development of high school students' scientific explanation ability.This study used quasi-experimental methods in a four-week study of the chemical chapter.The two classes of L middle school students were studied.The experimental class used the integrated CER framework and metacognitive strategy to help students construct scientific explanations.The control class only used the CER framework to help students construct scientific explanations.The research tools include scientific explanation test questions and scientific explanation activity sheets.Pre-test and post-test are performed on the experimental and control classes,and the results are obtained using SPSS 20.0 statistical analysis.The results show that the level of scientific explanation of students is generally low,and the integration of CER framework and metacognitive strategies can promote the development of high school students' scientific explanation ability.Through the use of scientific explanation activity list for multiple scientific explanation training,the students' self-monitoring ability is constantly improving.The scientific explanation standard is continuously internalized in the monitoring process,and the CER framework is clearly defined,which can accurately assess the level of scientific explanation and make higher The level of scientific explanation lays the foundation.Because students have greater difficulties with reasoning and evidence components,students' ability to reason and present evidence is most significant.The degree of scientific explanation of students of different academic levels is also different.The scientific explanation ability of excellent students and poor students increases rapidly,while the scientific explanation ability of middle students increases slowly,which is due to the poor self-efficacy of middle students.According to the research results,the researchSuggestions are as follows:(1)teachers should help students to establish knowledge system and strengthen knowledge structure in teaching;(2)teachers pay more attention to middle school students in teaching to help them improve their sense of self-efficacy;(3)teachers use activity sheets more in scientific explanation or other teaching,which can not only monitor the learning process,but also promote the outward expression of students' thinking.