Investigation And Research On The Status Quo Of "evidence Reasoning" Literacy In Chemistry

The change in the social structure will lead to a shift in the demand for talent in society.What is needed in the 21 st century is people with high comprehensive quality.Chemistry,as a basic natural science subject,also carries the corresponding educational responsibilities.The 2017 edition of the Chemistry Curriculum Standards for Senior High School puts forward the key competencies of the chemistry,which is the common requirement of the society for the citizens in the new century.The "evidence reasoning" is an important part of the key competencies.It is a precondition for students to reasonably and actively participate in scientific issues by cultivating students' reasoning based on evidence consciousness.What is the current status of “evidence reasoning” competencies for domestic high school students under the current teaching model? Does it meet the competencies requirements of the new curriculum standards? This study is based on the investigation of the status of students' "evidence reasoning" competencies.The author first identifies the key elements of "evidence reasoning" competencies,constructs the theoretical structure model of "evidence reasoning" competencies,and on this basis,prepares the corresponding "evidence reasoning" competencies test paper.The paper consists of three types of questions,namely single-choice questions,multiple-choice questions and comprehensive questions,each of which tests the behavioral characteristics in the quality structure of "evidential reasoning",and then tests a total of 217 students from three high schools in Shangrao and Shanghai.Finally,combined with semi-structured interview,the author tries to truly explore the current situation of students' "evidence reasoning" competencies.Combined with theory,the test and interview information,research conclusions are as follows:(1)The “evidence reasoning” competencies consists of five dimensions,namely,collecting evidence,identifying evidence,constructing claims,explaining,and negotiating arguments.The present situation of "evidence reasoning" competencies of students is comprehensive consideration of the five dimensions of content.(2)The overall “evidence reasoning” competencies of high school students in China is at a medium level;The chemistry level of students has certain influence on the “evidence reasoning” competencies;The gender has nothing to do with the “evidence reasoning” competencies of students;Moreover,the grade difference of "evidential reasoning" competencies was not identified in this study,which may be caused by the imbalance of the selected samples.(3)It is learned that students do not have a comprehensive understanding of the "evidence" in the chemistry discipline and do not pay attention to other types of evidence except experimental data and chemical phenomena;In the process of constructing claims,there is a lack of evidence awareness and logical thinking disorder.Students mistakenly believe that claims are personal subjective thoughts;The familiarity with the form of inductive reasoning is higher than that of analogical reasoning,and the students' low enthusiasm in the application of analogical reasoning in solving problems may be related to the students' low mastery of the old knowledge used for analogical new knowledge,or it may be the result of the nonobvious similarity between new things and old things.