A Study On The Ability Of Scientific Argumentation Of Junior High School Students

Scientific argumentation ability is a high-level thinking ability that points to rational thinking and an important part of scientific core accomplishment.The investigation and evaluation results of scientific argumentation ability are important reference for teaching,but there is still a lack of investigation area.The purpose of this study is to find out the existing problems of students' scientific argumentation ability by investigating the students' level of scientific argumentation ability in Z Province,and to put forward suggestions for cultivating students' scientific argumentation ability.This paper mainly includes two parts: theoretical research and empirical research.The theoretical research is carried out by the method of literature analysis,which mainly includes two parts.The first part mainly introduces the origin of research,research problems and methods,and defines the two core concepts of scientific argumentation and scientific argumentation ability,and defines the basic ideas of research.The second part systematically collates the domestic and foreign literature,combs what is scientific argumentation,the development process of scientific argumentation mode,scientific argumentation ability evaluation and scientific argumentation teaching strategy,in order to provide theoretical support for the follow-up empirical research.The empirical research includes three parts: the development of evaluation tools,the analysis of survey results,discussion and suggestions.Delphi method,questionnaire method and statistical analysis method are used.The first part is the development of evaluation tools.First,the elements of the evaluation scale are studied.Through the interpretation and analysis of the connotation of scientific argumentation ability,combined with the junior high school science curriculum standard and solo cognitive classification theory,four elements of scientific argumentation ability are determined: scientific argumentation structure,Argumentation Logic,scientific argumentation content and cognitive thinking level.Secondly,the evaluation task and detailed rules of scientific argumentation ability of junior high school students in Z province are formulated.Then through the expert interview and preliminary test of the reliability and validity of the evaluation tools,the evaluation scale of scientific argumentation ability,evaluation tasks and scoring rules are determined.The second part is a statistical analysis of 533 junior high school students' scientific argumentation ability in Z Province,which is carried out from three dimensions of overall analysis,difference analysis and correlation analysis.The results of investigation and analysis are as follows: 1.The overall level of scientific argumentation ability of students in Z province is distributed in level one and level two,which is at a lower level.2.Compared with other argumentation structure elements,students claim that the dimension is the best,followed by evidence,argument and refutation.3.There are grade differences and gender differences in the ability of scientific argumentation in junior middle school.The level of scientific argumentation ability of ninth grade students is higher than that of eighth grade students,and that of female students is higher than that of male students.4.In addition,the ability of scientific argumentation is related to the achievements of various disciplines and the tendency of scientific argumentation.The ability of scientific argumentation has a weak positive correlation with the achievements of Chinese and mathematics,a medium positive correlation with the achievements of science,and a weak positive correlation with the tendency of scientific argumentation.If students have higher academic achievement and scientific argumentation tendency,they will show better scientific argumentation ability.5.Compared with the contents of life science and material science,the students tested showed slightly better performance in the social issues of science,and more distribution proportion in the level two.The third part mainly discusses in-depth according to the survey results,aiming at the current scientific argumentation ability and existing problems of junior high school students in Z Province,and provides four teaching implementation suggestions:1.Improve the practical understanding of scientific argumentation;2.Pay attention tothe cultivation of the ability to use evidence;3.Pay attention to the cultivation of the ability to question speculation;4.Pay attention to the phenomenon of the difference of scientific demonstration ability.