An Applied Study On The Influence Of Fading CER Framework About The Development Of Student's Scientific Explanation

As one of the core themes of the science philosophy and science education,scientific explanation is attracting widespread attention since the 20 th century.In order to promote students' scientific explanation ability effectively,the CER framework proposed by McNeill has exerted a great influence.Foreign studies have shown that the CER framework can significantly improve the students' ability of scientific explanation,but the framework how to effect chemistry teaching in junior middle school in our country,it needs further discussed.Based on the research status,the purpose of this study is to explore the fading CER framework with the influence of the scientific explanation for junior high school students.Research focused on: 1.Through the analysis of the practice teaching,the CER framework has what effect of junior middle school students with overall level of scientific explanation and each factor level(claim evidence reasoning)2.Analyze the impact of CER framework on the academic achievements of junior middle school students.Based on the research purposes and problems,this study chooses students in middle school in JingYuan as subjects,there are 58 students,two classes.The study is based on a fading CER framework have any influence on students' scientific explanation.Before the start of practice,at first analyzed per unit of the different types of scientific explanation number distribution in junior high school chemistry,and choose the solution unit as the research scope,and then based on McNeill's CER framework,developing a junior high school chemical solutions unit teaching design,and time for two weeks for teaching practice.Two classes were randomly divided into experimental group and control group.In the preparation of the teaching,the experimental group and control group learning about the scientific explanation and the CER framework knowledge introduction at the same time.Later in the five stages of teaching,the experimental group adopted a fading CER framework for teaching,and the control group using conventional teaching,and at the end of each phase of the five stages,respectively for a writing issues related to the scientific explanation.After the test in the whole course,using chemical solution unit test to judge the student academic assessment evaluation.Results show that:(1)the CER framework can effectively improve the level of junior middle school students' scientific explanation in chemistry discipline,judge factor has no obvious difference,evidence and reasoning elements increase obviously,and the evidence better;(2)using the CER framework for teaching,found no difference between the experimental group and the control group students knowledge level;(3)students' level of scientific explanation is affected by their knowledge structure.Domestic education research should develop the scientific explanation research,improve the teachers and education researchers to the attention of the scientific explanation.Teachers in the teaching process should pay more attention to the reasonable guides the student to the development of scientific explanation,as well as the middle school chemistry teaching should pay attention to explain the problem,but also to pay attention to different students' physical and mental development and according to their aptitude,thus promoting the development of domestic scientific explanation.