Research On The Influence Of ODIE Strategy On The Scientific Explanation Of Junior Three Students

Science strives to understand and explain the natural world,and the goal of science education is to disseminate scientific knowledge to science beginners and non-scientists.The ability to develop scientific explanations for the properties and behavior of natural systems was once considered a core competency for science courses.The National Standards for Science Education issued by the United States in1996 has clearly required that Students in grades 9-12 should have the ability to relate the macroscopic properties of substances they have learned with the microscopic structure of substances.Therefore,the middle school students should not only observe and describe the properties and changes of the material from the macro,but also explain it scientifically from the micro structure,so as to grasp the essential law of the material change deeply.The ODIE strategy(observe-describe-interpret-explain)proposed by scholars Andrade et al.,is a method to affect students' macro and micro combination ability,but it has been inadequately studied in junior middle school chemistry in China.Therefore,the research on the effect of ODIE strategy on the causality explanation ability of Grade 9 students can provide reference for the teaching of chemical science interpretation in junior middle schools in China.In this study,42 students in grade 9 of a middle school in Zhouqu County were taken as subjects,Using a single test design and using the framework of students' causal interpretation level proposed by scholar Andrade et al and the analytical framework of students' drawing level,this paper explores the influence of ODIE strategy on students' causal explanation ability of Grade 9 students.In the process of practice,the students' microscopic particle painting representation ability and causal explanation ability were pretested.Then the teaching intervention experiment was carried out.First,the instructional class was conducted and work orders were issued.In the following six teaching interventions,written scientific explanation work orders were issued(a total of6 times).After the teaching intervention,students' microscopic particle painting representation ability and causal explanation ability were posttested,and focus group interviews were conducted for students.Through quantitative and qualitative data analysis,the results show that: 1.ODIE strategy can significantly improve students' ability of causal explanation;2.ODIE strategy,which can significantly improve students' microscopic particle painting representation ability;3.There is a positive correlation between students' drawing level and students' causal explanation level;4.Students' level of causal explanation is easily affected by their existing macroscopic material learning experience.Based on the reflection of teaching practice,the author puts forward the following suggestions: Scientific explanation learning needs teachers' long-term support and guidance;Teachers can strengthen students' macroscopic and microscopic connection through experimental teaching;Reasonable use of drawing or multimedia technology to enhance students' visualization of the micro world;Teachers should make use of their time to learn scientific explanation,change their teaching ideas,improve their ability of scientific explanation,and actively understand and use the new teaching mode of scientific explanation,so as to develop more teaching cases and materials,develop students' scientific explanation and improve their quality of scientific thinking.