Evaluation And Analysis Of Students' Scientific Reasoning Ability

For a long time,The cultivation of students' scientific reasoning ability has received great attention in China,and a series of important documents have been published to emphasize the importance of students' scientific literacy.Cultivating students' scientific reasoning ability is an important content to improve the core literacy of Chinese students.Internationally,Other governments also attaches great importance to cultivating students' scientific literacy,Including the comprehensive practical ability,problem solving ability,scientific reasoning ability.Therefore,The research on students' scientific reasoning ability is an inevitable requirement to develop students' scientific literacy.Aim at the students' scientific reasoning ability,this paper has completed the theoretical analysis,research design,measurement,data analysis and discussion of the research by using the methods of literature research,questionnaire survey and statistical analysis.Considering the different levels and responsibilities,this study selected two primary schools,three junior high schools,three high schools,and a major in physics and history at a university in Chongqing according to the admission conditions and enrollment of various schools in Chongqing.The Chinese version of LCTSR 2000 compiled and revised by Lawson,an American scholar,was used to measure students' scientific reasoning ability.The research objects include the primary school students from grade 3-5,junior high school students in grade 1 and 2,senior high school students in grade 1 and 2,and all university students.A total of 3067 test scales were distributed and recovered in this study.The effective scales of 2866 and an effective recovery rate of 93.45% were obtained after excluding invalid scales.The LCTSR scale examines students' scientific reasoning capabilities in seven dimensions: conservation reasoning,proportional reasoning,control variable reasoning,advanced control variable reasoning,probability reasoning,related reasoning,and hypothetical deductive reasoning.On this basis,this study analyzed the development law and stage characteristics of the scientific reasoning ability of the sample students,and studied the differences and correlations of the scientific reasoning ability of the sample students.The differences relate to the gender difference and professional background of students' scientific reasoning ability,and correlations include the sample students' scientific reasoning test scores and their overall academic performance and their scores in each discipline(including the four disciplines of Chinese,mathematics,physics and history)Regarding the development law and stage characteristics of students' scientific reasoning ability,the research results show that:(1)From the elementary school to the university stage,the level of students' scientific reasoning ability shows a staged increase;(2)On the whole,students in elementary school are in the specific computing stage,students in middle school are in the pre-form computing stage,and students in college are in the post-form computing stage;(3)For the students in different stages,their development of the ability level of each sub-dimension of scientific reasoning is unbalanced.In addition,the study also found that students in elementary and junior high school did not develop significantly in the two dimensions of advanced control variable reasoning and hypothetical deductive reasoning,while students in high school and college had significant development;A significant development at the relevant reasoning dimension appears for just the university-level students,and it doesn't spear in the other three learning stages from primary school to senior high school.(?)About the differences of students' scientific reasoning ability,the research results show that:(1)Gender differences in the scientific reasoning abilities of boys and girls are periodic.Whole samples of students from elementary school to university do not have significant gender differences,while the sample of primary and high school students did not have significant gender differences,and the sample of junior high school students and college students had significant gender differences.(2)The level of students' scientific reasoning ability is significantly different due to different subject backgrounds.There was no significant difference in the level of scientific reasoning of the students in the arts and sciences in the preliminary stage of the second year of high school.There was a significant difference in the scientific reasoning ability of students with differentprofessional backgrounds at the university level,and students majoring in physics have higher scientific reasoning ability than students majoring in history.(?)On the relevance of students' scientific reasoning ability,the research results show that:(1)The correlation between the level of students' scientific reasoning ability and their academic performance is not strong,which means that the level of students' scientific reasoning ability has no significant effect on their overall academic performance.(2)The correlation between the level of students' scientific reasoning ability and their grades in every subject is not strong,but the level of students' scientific reasoning ability has the most significant impact on their physics subject performance,while the impact on their historical subject performance is the least,or even negative.Finally,there are still some shortcomings in this research.For example,in the selection of test samples,the number of samples involved in the study of differences in arts and sciences is small and single.In terms of the use of research methods,this study uses a paper-pen test for students to conduct scientific research on the evaluation of scientific reasoning ability,which is more traditional and simple.In the aspect of the selection of data analysis method,independent sample t-test and variance analysis are used in this study,which are relatively simple.