A Study On The Test Of Evidence Reasoning Ability Of High School Students With Different Levels Of Chemical Concept

"Evidence-based reasoning",as an indispensable and important part of chemistry core literacy,has been in the forefront of the current hot topics in chemistry education research.Multiple literature studies have shown that scholars have carried out a large number of studies focusing on the ability of evidence reasoning.Carrying out the research of evidence reasoning ability test has become the key point to break through the research topic of evidence reasoning.Therefore,this paper analyzes the level of evidence reasoning ability of high school students with different chemical concept levels,in order to make suggestions for the cultivation of students’ evidence reasoning ability.This study firstly combed and reviewed the relevant literature and research on the composition of chemical core literacy,defined the connotation of chemical concepts and chemical key competencies,proceeded from the connotation of chemical concepts,based on the existing chemical concept assessment questionnaire,and made localized revisions.Make the questionnaire more close to the current thinking mode of high school students;secondly,according to the literature research on evidence reasoning ability,define and divide the connotation and level of evidence reasoning ability,and then compile and formulate evidence reasoning ability according to the specific performance of different levels A total of 219 students were selected from four classes in the third grade of an ordinary senior high school in Jining City,Shandong Province as the subject of the study,and the questionnaires were collected and reviewed,and invalid questionnaires were screened out.,according to the data processing results,5 people with high,medium and low levels of chemical concept were selected from them,totaling 15 people,to carry out the evidence reasoning ability questionnaire,and use the thinking aloud method to divide their evidence reasoning ability levels.Through qualitative analysis,to explore the evidence reasoning ability level of high school students with different chemical concept levels;finally,based on the specific details of the evidence reasoning ability test questionnaire,summarize the research conclusions and put forward appropriate teaching suggestions.The research shows that:(1)High school students’ chemical concept will affect their evidential reasoning ability;(2)Different problem situations have significant influence on the evidential reasoning ability of middle level students.The innovation of this research lies in:(1)The framework of level hierarchy analysis of senior high school students’ evidential reasoning ability is determined,which provides a new method for future research on evidential reasoning ability;(2)To explore the influence of high school students’ chemical concept level on their evidential reasoning ability,which provides a new theoretical basis for carrying out evidential reasoning teaching in the future;(3)A questionnaire was developed to measure the evidential reasoning ability of senior high school students,which provided a new tool for the future measurement of evidential reasoning ability.