Research On The Ability Of High School Students To Apply Scientific Evidence

Ordinary senior high school chemistry curriculum standards put forward to improve the students' core literacy,to promote inquiry learning,and to carry out a variety of exploration activities based on chemical experiments.Scientific inquiry often needs to obtain data through observing and obtaining facts or through experiments and other methods.At the same time,it needs to analyze the obtained data and judge the evidence so as to obtain scientific conclusions.Therefore,to detect the students' ability to apply scientific evidence in the process of chemistry learning,to find out the students' problems through exploration and to propose a certain teaching strategy can have a certain impact on the chemistry curriculum and teaching reform.Firstly,this article reviews the literature related to scientific inquiry and evidence at home and abroad,and defines related concepts such as evidence and the ability to apply scientific evidence.Afterwards,the content of the elemental periodicity law in the ordinary high school chemistry curriculum standards and the PEP chemistry textbook was analyzed,and with reference to the PISA(International Student Assessment Project),the discovery of the elemental periodicity law was taken as an example to formulate a high school student's study in chemistry.The level of application of scientific evidence to the level of standardization,based on which compiled a student's level of application of scientific evidence in the test volume of high school students were explored.The data of the test volume was described and statistically analyzed.The T-test was performed using SPSS13.0.The data showed that:(1)The overall low,medium,and high level scores for senior high school students were 90.5%,75.4%,and 41.0%,respectively.That is,most of the high school students' ability to apply scientific evidence in the chemical sciences reached a medium level,only a small amount.Some students can achieve high standards;(2)Normal and experimental students have medium and low level problems.There was no significant difference in the score rate.In the high-level problems,the experimental class score was significantly higherthan the normal class,and there was a significant difference.In order to change this situation,improve the students' ability to apply scientific evidence,and improve the students' level of scientific inquiry,several strategies have been proposed in terms of teachers ' teaching.First,to infiltrate the content of the history of chemistry in teaching,so that students understand the importance of scientific evidence in the process of scientific development.Second,the flexible use of materials related to scientific inquiry in teaching materials enables students to learn and master methods for obtaining evidence and using evidence,and improve scientific inquiry capabilities.Third,students are encouraged to actively participate in classroom inquiry activities.Through the reporting,exchange,and evaluation of the results,students are guided to treat the evidence correctly.This article can help teachers understand the current level of students' ability to apply scientific evidence,and enable teachers to adopt certain teaching strategies to carry out scientific inquiry activities,so as to improve the students' ability to apply scientific evidence in the chemistry discipline and change the current status of the current level is not high.