A Comparative Study On The Argumentation Ability And Social Responsibility Of The High School Students In The Socioscientific Issues

With the development of science and technology,people's living standards continue to improve,but also produced a lot of controversial issues,namely SSI(Socioscientific Issues).In foreign countries,these SSI has long attracted the scientific education sector attention and in-depth study.Many researchers have found that through the combination of SSI and demonstration activities,so that students experience similar to the proposition of scientists,advocate for the process of rebuttal,etc,can promote the development of students in many ways.But China's SSI argument research is still in its infancy.Therefore,the research on SSI is urgent to attract the attention of scientific educators in our research and practice.The purpose of this study is to understand the current self-learning ability of high school students,the cognition of wetland knowledge,the ability to de monstrate the issue of "Xixi Wetland Development" and the social responsibility in the process of demonstrating SSI.Research objects and tools:The questionnaire was conducted by 150 senior high school students in a key high school A and a high-quality high school B produced by stratified cluster sampling in Hangzhou.The questionnaire included an autonomous learning ability questionnaire,wetland knowledge cognition questionnaire and argumentation ability questionnaire about the "Xixi Wetland Development" issue.The selection of the interviewees follows the stratified random sampling principle.In each school,each 2 students were selected from the wetland knowledge cognition score level which are divided into a(1-6),b(6-12),c(12-18).This study concludes that:(1)The autonomous learning ability,the cogniti on of wetland knowledge and argumentation ability of students in key high sch ool are better than those of high-quality high school B;(2)High school students are weak in the ability to demonstrate.In the process of argumentation,high school students sometimes did not put forward any evidence;sometimes the evidence presented is not complete;sometimes the evidence can not corresp ond to reasons and claims;sometimes exaggerated the effectiveness of evidence.Some high school students do not understand the causal link between the cau ses and effects of the structure,which led to their argument is not logical and can not be convincing.This may have a great relationship with our way of education today.The school lacks the cultivation of high school students' argument ability;(3)High school students' autonomous learning ability,the cognition of wetland knowledge had no significant relationship with argumentation ability,but still need further research;(4)High school students' cognition of wetland k nowledge and oral argumentation ability had no significant relationship withthe sense of social responsibility,but still need to be further study;(5)Interviews show that high school students' decision-making reflects their good sense of social responsibility in the process of arguing on social issues,but still needs to be improved.I suggest that educators should pay attention to scientific education in the demonstration of teaching,in the classroom to create SSI teaching situation,attention to teaching in the high school students to develope the sense of social responsibility.