Instructional Design Research Of Secondary Physics Based On Scientific Explanation Ability Progression

Recently,scientific explanation have been gradually recognized by scientific educational research.It has been acknowledged that scientific explanation is not only important elements of scientific development,but also indispensable learning and cognitive ability.Scientific explanation has been considered as a part of scientific literacy.As one of the key elements of students' scientific practice,"Constructing Scientific Explanation" is clearly written into the curriculum documents as a cognitive requirement,scientific inquiry or the elements of scientific and engineering practice,which reflects its importance in science curriculum to varying degrees.“Scientific explanation” and “Learning progressions” studies have also been considered as important research issues.Research 1 constructs the theoretical framework of the progressions of students' scientific explanation by sorting out and analyzing the relevant research literature on scientific interpretation and learning progress at home and abroad,taking McNeill and Songer's viewpoints and scientific explanation in the scientific curriculum standards.The students' ability of scientific interpretation is divided into four levels,and the judgment matrix of scientific interpretation is constructed according to the levels.Through the cross-grade test research,it is found that the theoretical framework of scientific interpretation of advanced development and the judgment matrix of advanced level can effectively judge and distinguish the different levels of students' scientific interpretation.The scientific interpretation ability of sample students is in Level 2 as a whole,and there is much room for improvement.With the increase of grade,students' ability of scientific explanation is improving,but there are some problems,such as lack of reasoning elements or pseudo-reasoning in the overall scientific explanation,evidence elements exposure pre-concepts,conflict or unclear expression of scientific explanation problems.Research 2 integrates scientific explanation and learning progress to realize the advanced development of students' scientific interpretation ability.Based on the analysis of the existing teaching theories and empirical research results of modeling at home and abroad,and taking several typical teaching design models and Guo Yuying's teaching design models based on the advanced learning of physics core literacy as the theoretical basis,this paper constructs the advanced teaching design model based on CER framework from the two dimensions of students' advanced scientific explanation ability and scientific explanation teaching process.Based on the model,teaching design is carried out,and teaching practice is carried out in two control classes(experimental group and control group).Through the research,it is found that the design model of Physics Teaching in middle school based on CER framework is significant for the improvement of students' evidential elements in the linear transmission of light.On the reflection of light,the effect of scientific explanation teaching on the improvement of students' reasoning elements is significant.There are many puzzles about students' understanding of light-related phenomena before teaching but inproving after teaching.Scientific explanation teaching can promote students' understanding of light-related phenomena.