Research On The Epistemological Change And Its Mechanism On Ill-structured Scientific Problems Of Chemical Pre-service Teacher Under Different Discourse Modalities

Epistemology focuses on how individuals construct and evaluate knowledge and guides teaching practice effectively.There are a lot of researches on epistemology.But most of them only focused on the epistemological stage of students in the general school situations,and ignored the its social characteristics and internal mechanism of epistemological change.This research focuses on three aspects in order to explore the internal mechanism of the epistemological development and change.They are interactive discourse related to individual epistemology closely,the ill-structured scientific problems that can trigger epistemological changes,and the social context.The purposes are to construct an analysis tool of epistemology,as well as to explore the social contextual factors that affect the epistemological change and the epistemological characteristics under different discourse modalities with the analysis tool.The research is a qualitative multiple-case study.First,defined the core concepts such as the ill-structured scientific problems and epistemological resources.Then,selected two ill-structured scientific problems and designed seven discourse modalities.Finally,carried out the empirical research with twenty-eight chemical normal university student.The research questions are as follows:(1)What is the epistemological form of chemical normal university students when they discussing the ill-structured scientific problems?(2)How does the epistemology of chemical normal university students change in different interactive discourse modalities?(3)How does social contextual factors affect the epistemology of chemical normal university students?The research results show that the epistemological resources can capture epistemological characteristics effectively.On the one hand,epistemology is composed of more fine-grained epistemological resources,which are activated by contextual factors and other resources.Contextual factors include expert disputes,peer disputes,multi-channel disputes,discourse norms,expert questions,lack of authoritative interpretation,insufficient evidence,opposing views,and deviation from experience.Other resources include doubt and confusion.In addition,different epistemological resources can be combined and invoked with each other.The combination mode changes in different context,which changes the individual epistemology.On the other hand,the epistemological characteristics of chemical normal university students are quite different under seven interactive discourse modalities.There are transmissions of epistemological resources between groups,which match the characteristics of the discourse modalities.However,the transmission is also disturbed by some factors such as the timing of response,the atmosphere of group obedience,and the phenomenon of utterance echoing.The first chapter of the paper is "Introduction",which mainly discusses origin of the research,clarifies the research problems and research trajectory.The second chapter is"Literature Review",which sorts the models of epistemological development and change,discusses the shortcomings and the research trend of the existing epistemology theories.The third chapter is "Methods",which includes determining research objects,selecting ill-structured scientific problems,designing seven discourse modalities and activity processes,as well as collecting,coding and analyzing data from empirical research.The fourth chapter and the fifth chapter are "Results".The fourth chapter shows twenty-two epistemological resources of chemical normal university students about ill-structured scientific problems.Based on the "twenty,two resources",this chapter also sorts out the contextual factors affecting individual epistemology and the characteristics of epistemological resources.The fifth chapter summarizes the epistemological differences and the reasons for the differences under the seven discourse modalities.The sixth chapter is "Conclusion and Enlightenment",which obtains conclusion by combing the theoretical research and empirical research,reflects on the deficiencies of the research,and puts forward research prospects based on reflections.