Research On The Evaluation Of Students’ Scientific Argumentation Ability In High School Physics Course

This research focuses on "the evaluation of students’ scientific argumentation ability in high school physics courses".Scientific argumentation plays an important role in scientific literacy and has received extensive attention from the scientific education community.As an important part of scientific thinking,scientific argumentation is included in the curriculum standards of high school physics in China.Research on students’ scientific argumentation ability will help to promote and implement the teaching and learning of scientific argumentation in physics curriculum,which is of great significance.Based on theoretical research such as the meanings of scientific argumentation and the structure of scientific argumentation ability,the evaluation framework of scientific argumentation ability in physics courses is constructed,which involves four elements of claim,evidence,reasoning,and rebuttal.Based on the framework,a tool for high school students’ scientific argumentation ability in physics courses is designed.The data were collected from 110 Grade 10 students and 93 Grade 11 students in K high school in S city and Y high school in Q city as test samples,and the data was analyzed using the Rasch model,and the following conclusions were drawn:First,the students’ scientific argumentation ability is generally at a medium level,and there is no gender difference,which may be related to the higher overall quality level of the students in the sampled schools.Judging from the specific responses of the students,the girls’ scientific language expression in the argumentation process is better than that of the boys,which makes up for the lack of logic.Second,students’ performance on the elements of "claim" and "evidence" is better than that of "reasoning" and "rebuttal",because when evaluating the elements of "reasoning" and "rebuttal",more emphasis is placed on the logic of thinking and language normativeness.On the "reasoning" element,students have difficulty establishing causal relationships between evidence and claims and applying physical knowledge correctly.In terms of "rebuttal",most students can only refute the claims made by others,and cannot explain the reasons in depth,nor can they refute the evidence and reasoning logic on which the claims of others are based.Third,the scientific argumentation ability of senior two students is better than that of senior one students,because Grade 10 students have just entered high school from junior high school,and their thinking is closer to junior high school students in nature.In addition,because the sample students are from the reform pilot of the new college entrance examination,the sampled Grade 10 students choose physics as the elective subject,so the senior two students are better than senior one students in terms of physical knowledge reserve and logical thinking.Finally,it puts forward specific suggestions on the teaching strategies of scientific argumentation: select appropriate content for scientific argumentation teaching,determine the appropriate form of scientific argumentation teaching activities,rationally develop and use scientific argumentation teaching aids,and design corresponding scientific argumentation performance evaluation.And will improve the evaluation tools,expand and optimize sample selection and teaching practice as the implementation direction of follow-up research.