A Comparison And Analysis On The Scientific Reasoning Ability Of High School Students

scientific thinking plays an indispensable role in human’s cognition of the world.Scientific-reasoning, an essential component of scientific thinking, has become a hot research field of international science educators in the recent half century. How to define the connotation and extension of science reasoning? What are the main factors influencing the development of science reasoning? How to develop better quantitative measurement methods to evaluate testing samples’ scientific reasoning ability. All these questions and many others have jointly promoted the research of science reasoning.The research of scientific reasoning in our country starts relatively later and few research findings of the development status of high school students’ scientific reasoning ability. Which level does their scientific-reasoning ability stand at?Do they go through a balanced development of different reasoning types? Can our science education modes cultivateand select talents skilled at scientific reasoning? How is the correlation between students’ intellectual ability and their scientific reasoning ability? To solve these puzzles, three high schools whose districts differ a not in edulevel has been selected to participate in the quantitative measurement of their students’ scientific-reasoning ability on the basis of stratified sampling. Then with the aid of statistical research methods, we analyze in three chapters the correlation between the students’ intellectual ability and their scientific reasoning ability, regional comparison of the whole states of students’s scientific reasoning and whether they go through a balanced development on different reasoning types.The results are as followed. First, students in education-developed region do significantly better in the evaluation than those in underdeveloped region. And Our science education modes are indeed capable of cultivating and selecting innovative talents good at scientific reasoning. Second, there exists strong correlation between the students’intellectual ability and their scientific reasoning ability. Besides, unbalanced developments on different types of reasoning seem to be a shared issue among students in these three schools. Our research also indicates that there do exist marked difference between Grade one students and Grade two students, while no significant difference between boys and girls. Detailed analysis has been made on results mentioned above and corresponding suggestions has been offered as followed. First, inceasing the devotion strength in science and education over different parts of our country can contribute to the promotion of the overall high school students’ scientific reasoning ability. That should certainly be done on the basis of fairness and integrity. Second, our science Curriculum design should be properly adjusted and perfected and the teaching methods need to be diversifyied.Third, actively guide shoule be given to high school students’ thinking development.The multiplier effect can be achieved.