Investigation And Research On Science Explanation Ability Of Senior High School Students

The ability to establish a scientific explanation of the characteristics and behavior of natural systems was once considered to be the core competence of science courses.Cognitive psychology research shows that if students can generate their own explanations when studying or solving problems,they can deepen their understanding of the topic and improve the spread of knowledge.In 2012,NGSS regarded "construction interpretation" as one of the main scientific practices.A number of scientific education documents and reform documents on science education have always emphasized the importance of students' participation in constructing their own scientific interpretations.Regarding the evaluation of the scientific interpretation ability of students in the field of physics,this article conceptually defines the scientific interpretation ability of students in the field of physics based on the philosophical interpretation of scientific interpretation,and combines the existing research results abroad to construct the depth of interpretation,the structure of interpretation,and interpretation The theoretical framework of the three-dimensional scientific interpretation ability of the unity of the unity of the three dimensions of the high school physics and electricity section was compiled to investigate the scientific interpretation ability of students in 10 physical examination classes of three types of schools at different levels in Shanghai..The results show that the students in the high school physics class have the ability to infer the best explanation,but the students show a low level of overall scientific explanation ability.Most students can only explain the depth of activities,and their explanations do not have a good logical structure.In terms of unity,it is difficult for students to deduce an explanation that has broad applicability.At the same time,we found that among the three dimensions,students' interpretation depth and interpretation structure have certain relevance to interpretation unity.A comparative analysis of the interpretive abilities of students at different levels of school shows that the interpretive abilities of students in the three types of schools are significantly different.By analyzing the characteristics of scientific explanations made by students,we found that:(1)High school students no longer have teleological explanations,and have high causal sensitivity and knowledge reserves to complete interpretation inferences.(2)Under the influence of intuitive thinking,local reasoning and centralized reasoning are difficult to reason about the macro-level attributes that appear as micro-level interaction results in the system.(3)Focus on linear sequential causal chains,making it difficult to explain complex structural relationships.In order to improve students 'scientific interpretation ability,we put forward teaching suggestions for situational learning,inquiry learning,clear scientific explanation training,interactive computer simulation and improving students' metacognitive ability.