Invetstigation On The Current Situation Of High School Students’ Scientific Argumentation Ability In Physics Based On SOLO Classification Theory

Scientific argumentation is an important part of scientific thinking in physics core literacy,and the newly revised high school physics curriculum standards in China make clear requirements for students’ scientific argumentation ability,which shows that the cultivation of scientific argumentation ability is crucial.The current research on scientific argumentation ability is mainly based on the development of assessment tools,and there is less research on the current situation of students’ scientific argumentation ability.Therefore,this study proposes practical improvement strategies based on understanding the current situation of high school students’ scientific argumentation ability,which is important for cultivating high school students’ core literacy in physics and improving the quality of scientific argumentation teaching.Firstly,this paper defined and analyzed the basic concepts of "scientific argumentation","SOLO classification theory" and "scientific argumentation ability",and theoretically discusses the connotation of scientific argumentation ability,structural elements and the perspective of the framework,clarified the feasibility of applying SOLO classification theory to the framework of scientific argumentation ability,and proposed three perspectives that constitute the framework of the level of physical scientific argumentation,namely the structural elements of scientific argumentation,the logic of scientific argumentation and the SOLO thinking level of scientific argumentation.Secondly,this study made reference to the existing framework for evaluating scientific argumentation ability,incorporated the cognitive levels of SOLO classification theory,constructed a framework for the level of scientific argumentation ability based on SOLO classification theory,and developed survey paper on the scientific argumentation ability of high school students in physics,and tested the reliability and validity of the test paper through trial testing.The results showed that the developed survey instrument had good reliability and validity and can be used for subsequent research studies.The developed survey instrument was used to survey sophomores and juniors in a school,and the data collected were analysed using SPSS software for both generality and correlation.It was understood that the current high school students’ scientific argumentation ability in physics is at a moderate to low level overall,with students’ performance in each element focusing on Level 2,with fair ability to make claims and evidence,and weak ability to present reasons and rebuttals,and that there is no significant correlation between high school students’ scientific argumentation ability and gender,but there is a significant correlation with grade level and physics performance.Finally,according to the results of the theoretical discussion and survey analysis of high school students’ scientific argumentation ability,suggestions are made on how to improve students’ scientific argumentation ability,and teachers need to focus on cultivating students’ reasoning ability and questioning ability in the teaching process.Teachers need to focus on cultivating students’ reasoning ability and questioning ability in the teaching process,design teaching sessions according to the different abilities of students’ scientific argumentation,and focus on mining the content of physics textbooks,creating scientific argumentation teaching situations,enriching the activity forms of argumentation teaching,subtle integration of the cultivation of scientific argumentation ability into teaching,and promoting the improvement of students’ scientific argumentation ability in physics.