Investigation On Scientific Reasoning Ability Of High School Students Based On Rasch Model

Throughout the new round of education reforms at home and abroad,we attach great importance to the cultivation of students' literacy and ability.The new edition of "the General High School Physics Curriculum Standard" issued by the Ministry of Education proposed the concept of core literacy in physics in 2017,and scientific thinking is one of the most important parts.Scientific reasoning is the core of scientific thinking,and the appendix of the curriculum standard gives a description of the levels of scientific reasoning.The status of scientific reasoning in the new version of the curriculum standard is self-evident.In foreign countries,the United States promulgated the "New Generation Science Education Standards" in 2013,requiring students to be able to make scientific explanations based on scientific evidence and to participate in scientific practice.The completion of these tasks requires students to have some scientific reasoning skills.Therefore,it is very important to study the development and cultivation of students'scientific reasoning ability.This research uses the Lawson Scientific Reasoning Ability Test Scale to survey 291 students in a senior middle school in Suzhou.Using Rasch model to check the quality of the scale and process the survey data.This thesis studies the overall situation of high school students' scientific reasoning ability and the development of various types of reasoning.The impact of grade,gender,class,teaching method on high school students'scientific reasoning ability,and the correlation between high school students' scientific reasoning ability and physics subject performance,physics experiment ability are explored.The "scientific reasoning teacher questionnaire" are used to survey the status of the cultivation of scientific reasoning ability.Finally,based on the extensive research and deep communications with the front-line teachers,several training strategies are proposed.The results and conclusions of the study are as follows:(1)Most high school students'scientific reasoning ability is at level 3 and level 4,and their ability is high.(2)The scientific reasoning ability of the students in Senior Two is significantly higher than that of students in Senior One.There is no significant difference in the scientific reasoning ability between boys and girls,key classes and ordinary classes.(3)Adopting a question-inquiry teaching model,using discussion and questioning methods are more conducive to the cultivation of students' scientific reasoning ability.(4)The ability of scientific reasoning has a moderate correlation with physics subject performance and physics experiment ability.(5)The six sub-dimensions of scientific reasoning capabilities are unevenly developed.Probabilistic reasoning and related reasoning are the worst,while conservation reasoning and proportional reasoning are the best.(6)The strategy of cultivating students'scientific reasoning ability is proposed.In-service teachers should raise the awareness of cultivating and clarify the importance of scientific reasoning ability;attach importance to the choice of teaching methods and teaching modes;learn relevant theoretical knowledge to improve professionalism;attach importance to physical experiments teaching.