The Design And Practice Research Of ADI Teaching Model In Cultivating Scientific Argumentation Ability In Primary School Science Teaching

The ADI teaching model is a teaching model based on the development of students’ scientific writing and argumentation abilities and the acquisition of scientific knowledge.Students can make claims based on scientific phenomena,supplemented by evidence and data to demonstrate the credibility of scientific explanations,and develop their scientific argumentation abilities in the communication process of maintaining and refuting different viewpoints.Through sorting out existing ADI teaching cases at home and abroad,it is found that there are a series of problems in the ADI teaching model,such as weak links,implementation bias,and lack of technology.Therefore,focusing on the cultivation of domestic students’ scientific argumentation ability,analyzing the elements of the ADI model,selecting appropriate teaching content,designing suitable primary school science experiment teaching,and carrying out practice are the keys to this study.To ensure the rationality of the teaching design in this study,this study first analyzes the ADI teaching model from the perspective of structural and technical elements,selects the appropriate primary school science experiment content for the ADI teaching mode,and selects and classifies the teaching materials for the educational science edition based on scientific core literacy and the four major knowledge fields of primary school science.On this basis,conduct preliminary analysis,design teaching content,design teaching objectives,design teaching processes,and develop teaching evaluations.This teaching practice was conducted in a primary school in Yinchuan City.A survey was conducted on the current situation of scientific argumentation ability in grades 5 and 6 of the internship school.A total of 77 students from two classes were selected as the research subjects.Two teaching modules were implemented using the ADI model.The impact of ADI teaching on students was tested through teacher and student interviews and changes in students’ scientific argumentation ability and scientific participation level before and after the experiment.Through interviews,it was found that teachers were not familiar with the ADI teaching model,and most teachers expressed their willingness to conduct teaching experiments and research projects after understanding the ADI model;Students believe that this teaching method is significantly different from the previous one,and 2/3 of them also hope to conduct ADI teaching.Through the investigation of the current situation,it is found that most of the students in the school are in a low level of scientific demonstration achievement test.The following results were obtained after the experiment:(1)The pre-test and post test data of Students’ Scientific Argumentation achievement test show that compared with the traditional science experiment teaching in primary schools,ADI teaching has significant differences in three dimensions of identifying relevant claims,explaining evidence,and evidence based maintenance,which also shows that the optimized ADI teaching has a positive impact on students’ scientific argument level.(2)The pre test and post test data of the Learning Participation Scale indicate that compared to traditional primary school science experiment teaching,ADI teaching has a significant impact on students’ science learning motivation,expectations for science experiments,and fun gained in science learning,which also indicates that the ADI teaching model can improve students’ science participation.In order to promote and improve the follow-up related research,this study makes the following teaching suggestions:(1)guide the creation of a good demonstration atmosphere;(2)Using personalized argumentative teaching;(3)Promoting teaching based on realistic problem situations;(4)Primary school experiments connect with social inquiry.There are still shortcomings in this study:(1)The teaching practice of this study is only one semester,with a short cycle and a small sample size,so the experimental results are not very representative.(2)There is a deviation between the arrangement of teaching content and the actual course progress.The course content selected for this study is a one-hour curriculum,but ADI implementation requires two class hours to allow students sufficient time for hands-on practice and scientific witing.(3)The evaluation method of scientific argumentation needs to be improved.Therefore,in future research,the teaching content of ADI will be reasonably arranged based on the semester curriculum schedule and unit themes;At the same time,through the differences between classroom observation and scientific demonstration test results,this study found that there are more dimensions that are also research points for teaching evaluation.