A Study On The Influence Of The Combination Of "Explicit" Nature Of Science Teaching And Argumentation On The High School Students’ Views Of Nature Of Science

As an important goal of international science education,the nature of science is reflected in the science education reform documents of various countries in the world（such as the United States,Britain,Australia,South Africa,etc.）.China’s newly revised"General High School Chemistry Curriculum Standards"（2017）has repeatedly pointed out that"to enhance students’understanding of the nature of science"^[1].The science education literature suggests using explicit instruction to improve students’understanding of the nature of science,but its effectiveness remains to be strengthened.In recent years,emerging research in the field of arguments has shown that student participation in argumentation has a positive effect on improving their views of nature of science.The purpose of this study is to explore the effect of the combination of"explicit"nature of science teaching and argumentation on promoting students’understanding of the nature of science.It is intended to provide reference and suggestions for teachers to carry out effective nature of science teaching,and provide a basis for relevant research on effective scientific nature teaching in the future.The nature of science mainly includes:（1）scientific knowledge is based on empirical evidence;（2）scientific knowledge is temporary;（3）scientific knowledge is subjective（theoretical loaded）;（4）creativity and imagination are in science play an important role;（5）social and cultural interaction with science;（6）observation and reasoning are different;（7）theory and law are different;（8）diversity of scientific methods,and there is no recipe-based,step-by-step scientific approach that ensures the acquisition of definite scientific knowledge.^[2].This study mainly discusses two issues:（1）the current situation high school students views of nature of science in China,including the high school students’understanding of all aspects of the nature of science,the development of balance and gender differences;（2）Influence of the combination of"explicit"nature of science teaching and argumentation on the high school students’views of nature of science,including the scientific nature view and development balance of students after intervening in this kind of teaching,compared with the scientific essence view when there is no intervention Sexual differences,gender is significant in the development of students’scientific nature.The main purpose of this study is to explore the influence of the fusion teaching method of"dominant"scientific nature teaching and argumentation on students’scientific essence.The content of the intervention consists of four parts:（1）pre-test;（2）de-scenarioized scientific essential content learning activities;（3）argumentation activities on social science issues;（4）post-test.The pre-test includes two parts:questionnaire survey and interview.The research tools used in this study included:（1）VNOS-C questionnaire,scientific nature of the participants developed by Lederman for investigating high school and above;（2）semi-structured interviews;（3）structured text analysis The Scientific Essentials Evaluation Guide used in this paper draws on the evaluation criteria of Lederman,Khalick,and Eastwood,and divides the students’responses into three levels:naive,transitional,and informed.The conclusions of this study are as follows:（1）Through the analysis of the previous pre-test data,we found that in addition to the temporary and social culture,the students’views of nature of science is mostly a simple and transitional point of view.（2）Gender has no significant influence on high school students’views of nature of science.T-test of the relevant data found that the p-values were all greater than 0.05,indicating that gender had no significant effect on high school students’views of nature of science.（3）The overall high school students’views of nature of science in the post-testing period is significantly higher than the pre-test level.By performing T test on the relevant data,p=0<0.05,which indicates that the overall understanding of the students’scientific outlook on the nature of the post-test has significant differences from the level of understanding before the test,which in turn indicates the combination of explicit scientific nature and argumentation.Teaching methods can significantly improve students’scientific essence.（4）Students’understanding of the eight aspects of the scientific nature,in addition to scientific methods,has significantly improved.Through the T-test on the relevant data,it is found that in addition to the scientific method,the other seven aspects of the scientific nature correspond to P values less than 0.05,indicating that after intervention,students in the temporary,theoretical law,empirical evidence,observational reasoning,subjectivity,Seven aspects of social culture and creative imagination have been significantly improved.（5）Gender has no significant influence on the students’understanding of the development of scientific nature.Through the chi-square test of relevant data,the P values corresponding to the scientific essence are more than 0.05.It shows that there is no significant relationship between students’gender and their changes in developing the nature of science.