Research On The Influence Of Scientific Inquiry Teaching On The Development Of Junior High School Students’ Scientific Interpretation Ability

Scientific interpretation ability is a very important scientific accomplishment,and the development of scientific interpretation ability is the center of scientific education.However,junior high school students do not perform well in scientific explanation: lack of causality;Lack of evidence;Reasoning lacks logic and theory.There is a high coincidence between scientific inquiry teaching and scientific explanation.Scientific inquiry is carried out around scientific explanation.Therefore,the research on the influence of inquiry science inquiry teaching on the development of junior high school students’ scientific interpretation ability has been carried out.Through the research,we can understand the current situation of junior high school students’ scientific interpretation ability,find the internal relationship between inquiry teaching and the development of scientific interpretation ability,and provide a scientific interpretation-oriented inquiry teaching mode for the development of scientific interpretation ability.This research adopts quasi-experimental research design to explore the effect of scientific explanation-oriented inquiry teaching mode on improving the scientific explanation ability of grade seven.The independent variable of this study is scientific explanation oriented(experimental group: scientific explanation oriented inquiry teaching,control group: conventional inquiry teaching),and the dependent variable is the performance of scientific explanation ability.There are two ways to evaluate the performance of scientific interpretation ability:(1)pre-and posttest students’ scientific interpretation ability through the scientific interpretation evaluation questionnaire;(2)collecting the results of the scientific interpretation test paper after each scientific interpretation unit is finished.According to the scoring standard of scientific interpretation ability,students’ answers infive dimensions of scientific interpretation,namely,proposition,evidence,support,activity design and evaluation and interpretation,are scored.In the stage of data analysis and processing,SPSS software was used to conduct paired sample T tests on the average scores of the five dimensions of assertion,evidence,support,design and evaluation in the pre-and post-test of scientific interpretation of students in the experimental group and the control group respectively.The average score of the four units and five dimensions scientific interpretation test questions was tested by independent sample T test.As well as the scientific interpretation of the four units to test the number of high scores,low scores and zero scores in each dimension,independent sample T test was conducted.It is concluded that the overall ability of scientific explanation of students receiving scientific explanation-oriented scientific inquiry teaching is significantly greater than the growth of students receiving conventional scientific inquiry teaching.Scientific explanation-oriented inquiry teaching can significantly improve students’ ability to find evidence,put forward support and evaluate and explain,while the ability to put forward opinions and design activities is not significantly improved.The number of people with high scores in finding evidence and offering support increased significantly,while the number of people with low scores in evaluating and explaining ability decreased significantly,while the number of people with different scores in scientific explaining ability in other dimensions did not change significantly.