The Influence Of Embedded Explicit Nature Of Science Instruction In Argument-driven Inquiry On Students' View Of Nature Of Science

Help students develop scientific essence?Nature of science NOS?close to the point of view is the core of the scientific education goal,the scientific literacy and scientific education and standards described of Nature of science as a key component of scientific literacy,science?grade 7-9?curriculum standard"in put forward:"comprehensively improve each students'scientific literacy is the core of science curriculum objectives",aims to cultivate the students'scientific literacy,and the Nature of science is an important component of scientific literacy.In the"compulsory education chemistry curriculum standards?2011 edition?"further mentioned:understanding the nature of science,improve the scientific literacy of students.Exploring effective teaching models to promote students'understanding of NOS is an important topic in science education.Argument research-style teaching model?Argument-Driven Inquiry instructional model ADI?is a kind of scientific reasoning can be incorporated into laboratory model of scientific Inquiry.Eymur embedded explicit science essence teaching into ADI model and found that it can significantly promote high school students'understanding of science essence.However,there are few practical researches on the embedding of explicit teaching of science essence in ADI in China,so it is necessary to study the application and expansion of explicit teaching of science essence in ADI.Therefore,the purpose of this study is to embed the explicit nature of science teaching into the argumentation and Inquiry teaching model ADI and compare it with the implicit Structured Inquiry teaching model?SI?on the impact of junior three students'view of the nature of science.On the basis of literature review and theoretical discussion,the experimental notes and teaching plan of the law of conservation of mass,the properties of CO₂ and the properties of common metals based on the dominant nature of science teaching embedded in ADI were prepared.70 students from two classes of a middle school in qingshui county were selected as experimental subjects by quasi-experimental method,and Lederman's questionnaire on the nature of science?VNOS-D?was used as a tool to explore the influence of ADI on the students'view of the nature of science.Two classes were randomly divided into experimental group?36?and control group?34?,the experimental group USES the dominant nature of science teaching embedded ADI,the control group using the implicit method of Structured Inquiry?Structured Inquiry SI?teaching,2 times per week for 6 weeks,the teaching intervention,in the teaching with scientific nature before and after the intervention questionnaire to evaluate students'view of nature of science.The study found that before the teaching intervention,most of the students in the experimental group and the control group had naive views on the nature of the target science?provisional,empirical,difference between observation and reasoning,imagination and creativity?,and there was no significant difference in the score of the target science nature between the experimental group and the control group.After the teaching intervention,the experimental group had significant improvement in the nature of the target science,while the control group had no significant change in the nature of the target science.Meanwhile,the experimental group had significant improvement in the nature of the target science compared with the control group.This study shows that ADI can promote the development of junior high school students'views on the nature of science.