An Investigation On The Ability Of Physical Scientific Argumentation Of Students In Grade One Of Senior High School

As scientific argumentation has received more and more attention in the international education circles,and the newly revised high school physics curriculum standards in China has also clearly made requirements for students' physical scientific argumentation ability,there are few researches related to it at present.Therefore,the author takes 360 students in grade one of senior high school from three cities in Henan province as the research object and uses two questionnaires to investigate students' understanding of their physical scientific argumentation ability and their related ability displayed in solving specific physical problems.First,the author uses the literature research method to elucidate the connotation of scientific argumentation,scientific demonstration ability and physical scientific demonstration ability,and combined the existing research to establish a general evaluation criteria of physical scientific argumentation ability.Secondly,according to the established evaluation criteria and the related content of the compulsory 1 movement and power topic of high school physics,the questionnaire 1 and questionnaire 2 of the high school students' physical scientific argumentation ability were compiled.Subsequently,according to the general evaluation criteria of physical scientific argumentation ability,the specific scoring criteria of the second questionnaire was given.Finally,the author conducted a questionnaire survey to collect data,and then processed and analyzed the data.The results are as follows:(1)Students believe that they have a good ability about physical scientific argumentation,but the ability in specific physical problems or situations is poor,and most students can only give opinions,evidence and reasons in simple in simple words,and carry out simple refutations.(2)Among the various elements of the ability of physical scientific argumentation,students have better ability to make claims,but they need to strengthen the ability of evidence,reason and rebuttal,especially the ability of evidence and reason.At the same time,it is found that students cannot distinguish the evidence or the reasons.(3)There is no significant gender difference in the ability of physical scientific argumentation.(4)Students' ability of physical scientific argumentation is significantly correlated with their physical,mathematical and Chinese achievement.(5)The content of scientific knowledge content and the way of material presentation will affect students' ability of physical scientific demonstration.Based on the above results,the author believes that teachers should strengthen the understanding of scientific argumentation teaching,only teachers have enough understanding of scientific argumentation can better cultivate students' argumentation ability.And in the classroom,teachers can teachers can create scenarios appropriately based on specific content,carry out specific demonstration activities,and conduct targeted questions.At the same time,the teachers should pay attention to the evaluations of students' scientific argumentation activities,especially the evaluation of their evidence and reasons.