Research On The Application Of Argumentation Teaching In Senior Middle School Chemistry

Integrating scientific argumentation activities into science courses and cultivating students’ scientific argumentation abilities is not only a necessity for the development of international science education,but also a necessary requirement for the development of students’ core competencies in the new curriculum standards for high school chemistry in China.As a teaching method to guide students to experience inquiry and demonstration activities similar to scientists and understand scientific concepts and nature,argumentative teaching plays an irreplaceable role in developing students’ scientific literacy and scientific argumentation ability.This study is based on existing research results related to scientific argumentation,exploring the argumentative teaching mode applicable to high school chemistry teaching and conducting teaching practice research,in order to provide reference and reference for frontline teachers to carry out argumentative teaching.This study is divided into three parts: the construction of argumentation models,the development of evaluation tools,and teaching design and empirical research.In the construction of the argumentation mode,by sorting and analyzing the research background and current research status,understanding the characteristics and focus of different argumentation modes,and using the complementary MEL mode and Lawson argumentation mode as reference,a MEL-Lawson mixed argumentation mode was constructed,determining the teaching process and formulating teaching design steps.Subsequently,a demonstration teaching experimental evaluation tool was developed.Firstly,evaluation standards for scientific argumentation ability were constructed from three levels: structural elements,content elements,and situational elements.Pre and post test papers for scientific argumentation ability were prepared,and the Rasch model was used to test the quality of the papers.The quality of the papers was good;Then,scientific attitude evaluation indicators were developed from three aspects: scientific cognition,behavioral tendencies,and emotions towards science,and a scientific attitude survey questionnaire was developed,which had good reliability and validity.Finally,based on the MEL Lawson demonstration model,the demonstration teaching design and empirical research analyzed and selected the contents of "the evolution of atomic structure model" and "ethanol and acetic acid" for demonstration teaching design,selected two classes with the same level of practice schools for teaching experiments,and issued pre test and post test papers of scientific demonstration ability before and after the experiment to evaluate students’ demonstration ability,After the experiment,a scientific attitude survey questionnaire was distributed to investigate students’ scientific attitude tendencies.The research results show that after the practice of argumentative teaching:(1)In terms of scientific argumentation ability scores,the experimental class is significantly higher than the control class as a whole,specifically manifested in the improvement of argumentation ability under the situational elements of "evaluating and designing scientific exploration" and "scientifically explaining data and evidence",as well as the structural elements of "reason","refutation reason","evidence" and "questioning";(2)In terms of scientific attitude tendencies,the experimental class showed significantly higher positive tendencies in the three dimensions of "evaluation of scientific knowledge","emotional aspects of science",and "behavioral intentions towards scientific knowledge" than the control class.The conclusion of the study is that argumentative teaching based on the MEL Lawson model helps to improve students’ scientific reasoning ability and positive scientific attitude,especially in improving their ability to establish viewpoints and evidence awareness.