The Comparative Study Of Scientific Argumentation In High School Physics Textbooks

At present,the subject core literacy has received high attention in our country."Scientific thinking" is an important dimension of physics literacy,which covers "scientific argumentation","scientific reasoning" and so on.Therefore,it is valuable to study the representation of scientific argumentation in textbooks.On the one hand,it helps to discover the advantages and disadvantages of scientific argumentation representation in textbooks and provides new ideas for textbooks compilation;On the other hand,it helps teachers deepen their understanding of textbooks and properly use textbooks to cultivate students' scientific argumentation ability.Firstly,this study collects a large number of domestic and foreign literatures to understand the existing research on "scientific demonstration" and "high school physics textbooks",and sort out the research framework of scientific demonstration and the basic methods of textbook research.Secondly,based on the advantages of previous "scientific argumentation" and "textbook" analysis framework,combined with the characteristics of physics,this study makes a new two-dimensional scientific argumentation analysis framework.Horizontally,the framework is divided into three parts: content level,presentation position and representation mode.Each part is divided in detail,forming a total of 15 horizontal parts.Vertically,scientific argumentation is divided into two levels of indicators,the first level is "the basis of scientific argumentation","the conditions of scientific argumentation","the process of scientific argumentation" and "the core of scientific argumentation".There are four second-level indicators under each first-level indicator,so there are 16 second-level indicators in total.Thirdly,according to the established analysis framework,the compulsory parts of senior high school physics textbooks of Education Science Edition and People's Education Edition in 2019 are statistically analyzed,and the obtained data are summarized and processed.Finally,the following conclusions are drawn from the analysis of data: the two editions of textbooks deal well with the completeness of the presentation of scientific argumentation indicators,and most of the scientific argumentation indicators are presented completely in one lesson,which is conducive to students' concentrated learning and understanding;People's Education Edition textbooks have a relatively high balance of representation modes,and the richness of representation modes of the three compulsory textbooks is relatively similar;The representation of scientific argumentation in the two editions did not show a trend of increasing level year by year,especially the Education and Science Edition,which is not in line with the trend that students' thinking ability gradually increases with age;The two editions of textbooks do not pay enough attention to "the process of scientific argumentation" and "the core of scientific argumentation";The diversity of the presentation positions and the richness of the representation modes of the scientific argumentation indicators in the two textbooks need to be further optimized.