Research On The Effectiveness Of Inquiry Teaching Directed To Scientific Reasoning Ability In High School Biology

In recent years,the education community has paid more and more attention to students' own literacy.Therefore,the General High School Biology Curriculum Standards(2017 Edition)has newly proposed and emphasized the development of the core literacy of students in biology among which scientific reasoning under scientific thinking as one of students' crucial abilities is urgent to be developed.Thus,the question of "whether the inquiry teaching directed to scientific reasoning ability in high school biology has an impact on students' scientific reasoning ability" is selected for exploration.There are the purposes of the research.First,develop an inquiry teaching strategy that points to improve students' ability of scientific reasoning in high school biology pedagogy.Second,explore its impact on students' scientific reasoning ability.The research hypothesizes that the use of inquiry teaching directed to scientific reasoning ability in high school biology can effectively improve students' scientific reasoning ability.Based on literature research,with the idea of externalizing the scientific reasoning process,inquiry teaching directed to scientific reasoning ability was developed,and the related learning sheets were designed.Based on these,design high school biology teachings and implement them in high school classrooms.A quasi-experimental study was carried out.Two classes of the first grade in the first-level key middle school in Hangzhou were selected as the experimental group and the control group.LCTSR was used as the scientific reasoning ability measurement scale.The experimental group carried out inquiry teaching directed to scientific reasoning ability,and the control group carried out general inquiry teaching.The research lasted for three months.Pre-test and post-test were conducted on the students' scientific reasoning ability,and the related data and materials were collected for statistical analysis.The results of the study showed that the average scores of the experimental group and the control group were 20.15 and 19.94 respectively,P=0.71>0.05,indicating that there was no significant difference between the two groups in the scientific reasoning ability before the teaching practice.The experimental group and the control group students' scientific reasoning ability post-test average scores were20.90 and 19.56 respectively,P=0.04<0.05,indicating that there is a significant difference between the two groups in scientific reasoning ability after teaching practice.There was no significant difference between the pre-test and post-test average scores of the control group's scientific reasoning ability(P=0.52>0.05),while the experimental group had a significant difference between the pre-test and post-test average scores of scientific reasoning ability(P=0.03<0.05,Cohen's d=0.36),indicating that in three months,inquiry teaching directed to scientific reasoning ability improves the students' scientific reasoning ability significantly,close to a medium effect,while the general inquiry teaching does not improve it significantly.However,there was no significant difference between the pre-test and post-test averages of all dimensions of scientific reasoning ability of students in the experimental group.Classify the deficiencies in the three sub-dimensions of scientific reasoning ability in the learning sheets of students,and summarize their teaching guidance methods.There are conclusions of the study.First,the inquiry teaching directed to scientific reasoning ability is feasible.Second,the inquiry teaching directed to scientific reasoning ability is effective.It is suggested that high school biology can carry out inquiry teaching directed to scientific reasoning ability to improve students' scientific reasoning ability.In the future,the influence of adopting these two teaching strategies on students' scientific reasoning ability can be studied for a longer period of time.The research puts forward new ideas and references for the teaching and research of scientific reasoning ability.However,there is no significant difference in each sub-dimension before and after the test,which implies that further research is needed to be conducted in the future.