A Study On The Scientific Reasoning And Its Influencing Factors Of Primary School Students In China

To meet the challenges posed by the development of science and technology on talent training in the 21 st century,all international organizations and countries have repositioned talent training goal and put forward the demands of developing students' key competencies.Subject teaching is the main way to develop the students' key competencies.Among them,scientific literacy is an important part of the students' key competencies and the core goal of the science curriculum.As one of the important contents of scientific literacy,scientific reasoning ability is the key ability of citizens to make wise decisions in the face of scientific problems in social and personal life.In order to adapt to the future life,it is very important for students to have scientific reasoning ability.In the world,the scientific reasoning ability of primary and middle school students is widely studied.However,there are relatively few studies in our country,and the research on scientific reasoning ability of primary school students is less.Therefore,this study will pay attention to the two questions: How is the scientific reasoning ability of primary school students? What factors affect the development of scientific reasoning ability of primary school students? The study of these two problems will provide a reference for the development of scientific reasoning competencies of primary school students in China.According to the research problems,this study is divided into three parts.The first part mainly studies the performance of scientific reasoning ability of primary school students.The second part mainly studies the evaluation of scientific reasoning ability of primary school students.The third part mainly studies the factors affecting the scientific reasoning ability of primary school students and their relationship.It is necessary to point out that the scientific reasoning ability of primary school students is a kind of advanced thinking ability,and there is only a science course in grade 3 to 6 in our country.Therefore,the research objects come to grade 3 to 6 primary school students.Besides,the research process and conclusions of each part will be summarized.The first part,study on the performance of scientific reasoning ability of primary school students.The hypothesis research on the performance of primary school students' scientific reasoning ability.Through the analysis of the core competencies framework,primary school science curriculum standards,and educational quality monitoring projects of major international organizations,national and regional levels,the requirements for pupils' scientific reasoning ability were analyzed.According to the previous research,the framework of scientific reasoning ability analytical framework from presentation of questions / hypotheses,experimental design,evidence evaluation,“reasoning,drawing and application conclusions",justify,hackle the performance of scientific reasoning ability to 16 performance requirementsAn expert investigation on the performance requirements of the pupils' scientific reasoning ability is carried out.The 16 performance requirements are compiled into the Likert scale,which gives an expert survey for experts in college science teaching theory,primary school science teaching and research personnel,primary school science teachers.The results of the survey show that the questionnaire is of high reliability(the reliability coefficient was 0.963).According to the results of the investigation,2 performance requirements are deleted,and there are 14 performance requirements for the students' scientific reasoning ability.The second part,study on the evaluation of students' scientific reasoning ability.Research on the development of evaluation project for primary school students' scientific reasoning ability.According to the performance requirements of the scientific reasoning ability of primary school students in the first part,under the guidance of the item response theory,through the adaptation of selected TIMSS,Australian NAP-SL test project,and using the Bond&FoxSteps software commonly used in the Reasch model to test the test project.Two tests show that Weighted 12 questions eventually revised the fitted value(Infit MnSq)in the range of [0.85,1.15],within the interval [0.7,1.3] model requirements,which meets the requirements of the Rasch model and shows that these 12 test questions can reflect the evaluation requirements of pupil's scientific reasoning ability exactly.The total reliability coefficient of the test paper is 0.90,which shows that the reliability of the questionnaire is very ideal.Additionally,after reviewed and revised by the science education experts,primary school science teachers and pupils,the validity of the test project is greatly ensured.The test results of primary school students' scientific reasoning ability.This study selects 1167 students participate in this survey.SPSS22.0 software is applied to the statistical analysis of the survey results.The results of the study show as follows:1.For the 4 grade group of Grade 3-6,the difference between the scientific reasoning dimension and the total score in the scientific reasoning scale of primary school students was analyzed by compound difference analysis(MANOVA)on the two factors of grade and sex(4 x 2):In gender,Wilks' =0.981,F=5.495,P < 0.001,this shows that there are significant gender differences in scientific reasoning ability in grade 3 to 6 pupils.At age,Wilks' =0.873,F=13.418,P < 0.001,which indicates that there is a significant age difference in scientific reasoning ability among grade 3 to 6 pupils.At sex * age,Wilks' =0.995,F=0.463,p=0.936,which shows that there is no significant interaction effect between sex and age.2.Single factor analysis of variance(Oneway-ANOVA)is used to analyze the age differences between grade 3 to 6 students in the each item's score and total scores of scientific reasoning ability test.It shows that there are significant differences in age for all scientific reasoning ability and total scientific reasoning ability multiple post analysis with Tukey HSD method and the change trend of score with grade growth,shows that grade four to five is the critical age for developing scientific reasoning ability in primary school,including presentation of questions,experimental design,“reasoning,drawing and applying conclusions".Grade four to six is the key age for developing the proof in students' scientific reasoning ability and the rapid development of the total ability of primary school students.3.The independent sample t test is used to analyze the remarkable gender differences between grade 3 to 6 students in the each item's score and total scores of scientific reasoning ability test,which shows that there is no significant gender difference in the total ability and dimensions of scientific reasoning ability in grade four and grade five students.The grade 3 students have significant gender differences in the total ability of scientific reasoning ability,"reasoning,drawing and applying conclusions",and proof.There are significant gender differences in the proof dimension of scientific reasoning in grade six students..The third part,study on influencing factors of scientific reasoning ability of primary school students.The extraction of influencing factors of primary school students' scientific reasoning ability and the development of questionnaire.By hackling the existing literature,the questionnaire is constructed from three dimensions,including teachers' scientific reasoning ability teaching,peer collaboration and communication,family participation and investment.The questionnaire is investigated and the principal component analysis and reliability test are carried out by SPSS22.0.The results show that the constructed influential factors have high structural validity.The revised questionnaire covers 32 questions with a total reliability coefficient of 0.912 and more than 0.900,which indicates that the reliability of this questionnaire is ideal.The structural equation model test of the factors influencing the scientific reasoning ability of primary school students,A structural equation model was used to test the influencing factors of 1167 pupils' scientific reasoning ability by using AMOS22.0 software to analyze the influencing factors of 3-6 pupils' scientific reasoning ability:The survey results of the factors influencing the scientific reasoning ability of primary school students are matched with the theoretical hypothesis.Different influence factors have different effects on each dimension of scientific reasoning ability of primary school students.Through the basic fitness index of the model,the evaluation of the external quality of the model and the test of the internal quality of the model,it is shown that the factors influencing the scientific reasoning ability of primary school students are matched with the theoretical hypothesis.In other words,three factors,including family participation and investment,teacher teaching and peer collaboration and communication,have positive effects on students' scientific reasoning ability.The medium of family participation and investment in obtaining scientific information and interest classes have a relatively large role in promoting the scientific reasoning ability of the presentation of questions dimension.The teaching of teachers' scientific reasoning ability promotes the scientific reasoning ability of the dimension of "reasoning,drawing and applying conclusions".Peer exchange and collaboration have a relatively large role in promoting the scientific reasoning ability of the experimental design dimension.According to the results of the study above,this study has carried out three aspects of the discussion from the perspective of cultivating primary school students' scientific reasoning.They are strengthening the evaluation of scientific reasoning ability and promoting the transfer of the teaching center of primary school science.Research on the development of scientific reasoning is to promote the continuous development of scientific reasoning of primary school students.Building a three-dimensional scientific education environment promote the development of scientific reasoning of primary school students.However,there are still some shortcomings in this study.First,the sample of this study is mainly from Chongqing and Sichuan.In order to improve the reliability of the research conclusions,it is necessary to increase the sample size of other provinces.Secondly,the research results about students' scientific reasoning ability are mainly concentrated in foreign countries,and domestic researches on this aspect are relatively few,which increases the difficulty of this research and makes some of the terms of this study and the understanding of the connotation of the research may still have some areas to be improved.Finally,this study only uses the paper pen test model,in order to enhance the authenticity of the test situation,the computer creation situation can be used to test the situation.In the future research,we will continue to study the cognitive diagnosis of scientific reasoning ability of primary school students and the policy of building the three-dimensional scientific education environment.