Research On Physics Teaching Tactics Based On The Theory Of Science Argumentation

The debate about the importance of science education has received increasing attentionfrom scholars in recent decades. Science is no longer just problem-solving， conceptualunderstanding and acquisition of science processing skills， but includes an understanding ofreal-world knowledge to construct derivatives. Controversy plays a central role in thescientific development process. The history of controversy in the scientific community has ledto a public discussion of science which has promoted the development of science in general.As such， consideration of science as a social activity–a controversial theory–serves as agood illustration of the role of scientific knowledge in the process of constructing social andhistorical ownership. This paper systematically considers the theory of foreign scientificdebate， identifying clear scientific controversies surrounding basic problems and specificissues affecting the ability of learners to understand science and technology. In doing so thepaper will contribute to a greater understanding of how societies affect each other in this fieldof study.A literature study covers the philosophy of science， the sociology of science as well aslogic and argumentation theory. The essence of the argument， however， lies in theconnotation of scientific debate， which affects the patterns of scientific debate and itsoperational applications. Because of the central role of scientific debate in the development ofscience， debate should be a priority in science education. The opportunity for learners toimprove their ability to construct arguments should be provided in science education activities.In the face of large numbers of complex scientific theses， learners’ capacity for criticalanalysis is sometimes left behind. But this article suggests that science teachers can guide andenable students， through the systematic teaching of controversy， to obtain knowledgeconstruction methodology to explain， debate and enhance their science learning capabilities.In addition， according to a controversial theory at home and abroad， arguments oftendepend on social situation. This not only requires that students adopt a controversial thoughtmethod， but deems it necessary for them to understand the debate about social and culturalbackground. Therefore， this study not only contributes to methodology on how to includestudents in the debate process， but also to an understanding of the importance of social skillsto guide the debate.