Cooperative Learning Group's Influence On Scientific Reasoning Ability

Scientific argument is a major issue in science education, and hasbecome a mutual agreement in the world’s scientific educators.Scientific argument present the essence of science, and sciencedeveloped gradually and tended to mature through everlastingargument (debate). Through training the students argument ability canpromote students’ understanding of essence of science, so we need todo more implementation on training the students argument ability inclass. At present, Chinese students are used to listening to the teacher inclass, and there is less interaction between teachers and students,causing the weak students argument ability. However, the cooperativeteam learning can improve the students argument ability, and canmeet the needs of the curriculum reform.This research puts forward the evaluation indexes which testing thejunior high school students scientific argument ability and argumentmodels which suitable for classroom teaching, and finds theappropriate teaching models on scientific argument education toimprove the quality of classroom teaching through the reflection of theresearch on related theories and practical experience. For this purpose,we carry out scientific argument teaching in two classes of the juniormiddle school, hope to verify our hypotheses that if we implementteaching according to these teaching strategy can effectively improvestudents’ scientific argument ability.Experiments are carried out in the two classes, one is theexperimental class, the other is the control class, and the experimentlasts for a week. We first make a scientific argument abilityquestionnaire, design the methods in scientific argument teaching anddemonstrate the process models. And then classroom teaching iscarried out in two classes, the teaching mode of cooperative team learning is adopted in the experimental class, while the traditionalteaching mode is adopted in the control class. We questionnaire thestudents scientific argument ability in the two classes before and afterclassroom teaching. Based on the analysis of the questionnaire data,this research verifies the hypothesis and finds that cooperative teamlearning can better improve the students scientific argument ability.This paper is limited to the short time of the classroom teaching instudents scientific argument ability, so it is difficult to achieve goodresults in a short time and lead to the students can not well master thescientific argument ability. The framework of scientific argument abilityin this research need further improved, and questionnaire made byourselves is not scientific enough, we need analysis the reliability andvalidity to ensure the reliability of data.