Research On The Relationship Between Group Evidence-Based Reasoning And Teacher Discourse In Science And Engineering Practice

In order to cultivate talents to cope with the future world,science education is increasingly focusing on practice-oriented,and science and engineering practice activities have become one of the important ways of science education.By integrating engineering design into scientific research,students are trained to actively construct knowledge and use knowledge to solve problems in the context of complex engineering.Evidence-based reasoning runs through the whole practice process and embodies the core of the work of scientists and engineers.Paying attention to the improvement of evidence-based reasoning is of great significance to the realization of the value of scientific and engineering practice and the improvement of teachers’ teaching practice.Therefore,this study uses classroom discourse analysis and classroom observation to reveal the characteristics of group evidence-based reasoning,teacher discourse characteristics,interactive participation level and the relationship between teacher discourse and evidence-based reasoning level in scientific and engineering practice.First of all,sort out relevant research,clarify the connotation and structural elements of evidence-based reasoning in scientific and engineering practice activities,build an analytical framework for the structural integrity of evidence-based reasoning and the content level of structural elements,and analyze the characteristics of evidence-based reasoning in scientific and engineering practice activities in combination with the framework of teacher discourse types and the level of interactive participation.Secondly,the quantitative statistics of classroom discourse are carried out,and the relationship between the appearance of the two key structural elements of evidence and refutation in teacher discourse and group evidence-based reasoning and the improvement of content level is discussed by combining case analysis.The research results show that the structural integrity of most evidence-based reasoning fragments in middle school science and engineering practice activities is at a medium level,with basic structural elements.The number of higher-level reasoning fragments containing refutation elements is small,and each structural element presents differentiation characteristics.In group interaction,teacher’s discourse is mainly of prompt,clarification and explanation types,and the richness of discourse types is low.The participation of group interaction is mainly at low and medium levels.Teachers can improve their participation by arousing members.In terms of the relationship between teacher’s discourse and evidence elements,teachers can use different discourse to trigger the generation of evidence elements in a variety of different scenarios.The combination of clarifying discourse and prompt questioning is an important way to trigger high-level evidence.When the improvement of student’s evidence level is blocked,summarizing and guiding discourse provides core support.On the relationship between teacher’s discourse and rebuttal elements,it directly suggests that students’ reflection can most effectively trigger the generation of rebuttal elements,and the content of guidance discourse will continue to affect the generation and level of rebuttal elements in activities.Based on the above research results,the basic characteristics of group evidencebased reasoning in scientific and engineering practice activities,as well as the relationship between teacher discourse and the generation and improvement of key evidence-based reasoning structural elements,have been revealed.This provides a certain reference for teachers to guide the teaching practice of evidence-based reasoning in scientific and engineering practice activities.