The Research Of Project-based Learning Based On Evidential Reasoning Literacy In High School Chemistry

The 21 st century is an era with rapid technological and social changes.In order to enable students to adapt to the development of future society,many countries have proposed to cultivate students’ core literacy.In the same time,project-based learning can well demonstrate the characteristic of core literacy,which has received wide attention from educational researchers.Project-based learning in high school chemistry based on evidential reasoning literacy takes real-life situations as the teaching background,determines the total project task and subtasks,and students work in small groups driven by core problems to develop plans,collect evidence,test hypotheses,obtain conclusions,and finally present the learning outcomes.The aim is to focus on developing students’ evidential reasoning literacy in the classroom and to learn how to apply evidential reasoning to solve complex problems and meet the requirements of modern society.This study uses literature analysis to review the current state of domestic and international research on evidential reasoning and project-based learning,defines the concepts of evidential reasoning and project-based learning,and clarifies the theoretical guidance based on constructivist learning theory and multiple intelligence theory.On this basis,four principles should be followed in designing project-based learning in high school chemistry: contextual authenticity,student-centeredness,integrated practicality,and work-orientation.And according to the above principles,the "three links,nine steps" of the implementation of high school chemistry project-based learning operation process was constructed.Evidential reasoning literacy was also divided into three primary dimensions and eight secondary indicators as operational directions for developing and evaluating students’ evidential literacy in projectbased learning.Before the implementation of project-based learning,four classes of students were also randomly selected to carry out a survey on the current state of evidential reasoning literacy,and descriptive statistics were conducted on the survey data,and the teaching cases were designed based on the problems reflected by the survey results.Through the abovementioned preliminary work,this study designed the project-based learning cases of high school chemistry based on evidential reasoning literacy,such as "Designing a household instruction manual for hydrogen peroxide disinfectant","Investigating the properties of ironcontaining substances in printer toner",and "Concentrated seawater utilization scheme of Yongxing Island desalination plant",and practiced the teaching cases in a key high school.After the practice,test questions were distributed to the experimental class and the control class for statistical analysis to test whether students’ evidential reasoning literacy improved after the case implementation,and self-assessment scales and interviews were also given to students in the experimental class to investigate and analyze the effect of the case implementation.The results of the study indicate that project-based learning based on evidence reasoning literacy can effectively enhance students’ evidence reasoning literacy,practice students to use evidence reasoning literacy to solve problems in learning and life,and increase students’ interest in learning chemistry.