Development And Application Of Evaluation Scale For Physical Science Argumentation Ability In High School

With the change of international policy discourse from “scientific inquiry” to“scientific practice”,evidence-based argumentation has become an important direction for the reform of international science education.The country's "General High School Physics Curriculum Standards(2017 Edition)" also clearly regards scientific argumentation as scientific thinking.The important content of physics is incorporated into the core literacy of physics.Based on the concept of evaluation as teaching feedback,this research takes the connotation of scientific demonstration ability as the main line,combines the characteristics of physics,and constructs the evaluation standard of physical science demonstration ability.It has developed a good-quality physical science demonstration ability evaluation tool,which will improve students teaching suggestions for the demonstration ability of physical sciences.This research mainly consists of the following five parts:The first part discusses the research background of scientific argumentation from the international science education and domestic new curriculum standards,establishing the research on scientific argumentation ability at home and abroad from three research aspects: evaluation of scientific argumentation ability,scientific argumentation model,and cultivation of scientific argumentation ability.As a result,it is determined that the purpose of this research is to measure written physical argumentation ability.In the second part,through combing the literature,the connotation research of "argument","scientific argument" and "scientific argumentation ability" is carried out.A scientific argumentation structure composed of five elements,"evidence","reasoning",and "rebuttal",and based on Dr.Wang Maohua's high-level thinking connotation model,combined with the characteristics of scientific argumentation,established scientific argument as a connotation model of high-level thinking,which provides a theoretical basis for the subsequent development of physical science demonstration ability measurement topics.The third part is mainly through combing the classic evaluation standards of scientific argumentation ability,comparing the requirements of different levels of scientific argumentation by the physics curriculum standards of junior and high school,and comparing the different requirements of scientific argumentation by the new curriculum standards of high school science.Construct the physical science of high school student,which promotes the integration of scientific demonstration and the characteristics of physics.The fourth part is based on the theoretical basis of the connotation model of physical science argumentation and the evaluation standard of physical science argumentation ability,and uses the core knowledge of state change,magnetism,force and movement as the knowledge carrier of the problem situation,and designed "Fried Tofu" "Moon magnetic field","throwing objects upstairs can not hurt" and "rebellious small paper ball" five argumentation problem scenarios,after a round of small sample testing,and then a round of two public high schools in the high school two classes In the actual measurement,30 valid questionnaires were recovered,and the data was processed and analyzed by Winsteps software.The results showed that the overall reliability and separation of the designed scientific demonstration ability evaluation tool were good,the corresponding difficulty distribution of test questions and subjects was good,and the grading level was set very well-reasonable.Among them,there are some deviations in the fitting index and unidimensionality index of some topics.This research has modified the topics in a targeted manner to form the final draft of the physical science demonstration ability.The fifth part mainly explains the main purpose of the scale developed and the precautions for its use,then aiming at how to improve students' physics science demonstration ability,Giving suggestions for teachers from the two aspects,which are digging physics textbooks to demonstrate teaching content to create student demonstration problem situations and creating a good classroom demonstration environment to strengthen students consciousness.