The Research On The Scientific Argumentation Ability Of The Chemical Normal Students In Current Situation

In recent years, with the understanding of science educators on the importantvalue of the argumentation in science education, argumentation becomes one of thecore issues of science education. This study attempts to explore the performance ofthe chemical normal students’ argumentation ability in the background of middleschool chemistry experiment course, so as to understand the argumentation ability ofperformance levels, the manifestation in various arguments on elements and theirargumentation process of thinking, as well as factors that affect the performance oftheir ability to argue. This study used questionnaires and interviews to obtain data,using the Toulmin argument model to analyze and encode the data. In addition, thecriterion that judge the quality of the performance of their ability to argue and thefactors that affect the performance of their ability to argumentation come fromliterature review, which are elements of integrity, the number of claims, the numberand the correctness of warrants, the correctness of the backings, evaluation ofargument, and the argument sources.The results show that: first, at present, chemistry students’ ability of scientificdebate performance level is low. This is mainly reflected incomplete argumentationframework, in particular the lack of rebuttal to illustrate the claim. Almost all of thechemical normal school students are able to put forward their own claims, but will nottake the initiative theoretical basis used to indicate a causal relationship ofinformation and ideas, and there is little on the theoretical basis for reasonable furthersupport. In addition, in assessing the arguments, they are mainly single evidence explanation. Second, chemical normal school students of argumentation thoughtprocess would be subject to change due to different problem situations. In this study,their argumentation thinking process type is mainly reflected as CDW. Third, theimpact of chemical normal school students of argumentation ability performance bymany factors, which are mainly their individual the intrinsic cognitive structure,scientific and practical activities, the understanding of the nature of science andcritical spirit.Finally, the study offers some recommendations to improve The ChemicalNormal Students’ Argumentation ability, limitations of the study and directions forfuture research.