Research On The Evaluation Of The Scientific Demonstration Ability Of High School Students Under The Background Of Physics

It is of great significance to evaluation of high school students' scientific argumentation under the background of physics.In this thesis,the evaluation framework and tool of scientific argumentation ability were constructed and designed,respectively.The scientific argumentation ability and attitude of the students were investigated(grade one in two schools in Shandong province).The relationship between academic achievement in physics and the ability of scientific argumentation was explored.First of all,we defined the ability of scientific argumentation.It is a ability that individuals can put forward opinions through reasoning based on evidence when facing unknown problems and refute different opinions and defend their own opinions.Four dimensions of the evaluation framework of scientific argumentation ability are determined on the basis of multi-dimensional evaluation criteria,including Sophistication of the Conceptual,Precision of the Rule,Reliability of the Evidence and Effectiveness of the Reasoning.The four dimensions are divided into three levels according to the conceptual complexity,accuracy of rule expression,amount of evidence and the adequacy of correlation,and the complexity of reasoning.Secondly,we designed the evaluation tool for scientific argumentation ability.The principal contents of elementary and high school physics,such as force and motion,magnetic phenomenon and state change,are selected as the knowledge carrier of the problem situation.What's more,the scoring standard of the evaluation framework of scientific argumentation ability was designed according to the design problem of "flow-component pair" in the "framework of evidence use".Two rounds of empirical tests were conducted on 44 and 250 senior high school students,respectively.Winsteps software was used to analyze the data.Test item-subjects show excellent characteristics.The question has the characteristic of one dimension and grading is reasonable.Then,the scientific reasoning ability of the subjects was described in three aspects,which are the scientific reasoning ability scores,the scientific reasoning serves different dimensions and attitude to demonstrate three aspects.We find that:(1)Most high school students are at a medium level of scientific proof capabilities,which performed well in "Precision of the Rule," and "Effectiveness of the Reasoning",but got a poor performance in "Sophistication of the Conceptual".(2)there was no significant difference in the scores of subjects' scientific argumentation ability in different schools,but there was a significant difference in the scores in the dimensions of " Sophistication of the Conceptual ","Effectiveness of the Reasoning" and " Reliability of the Evidence ".(3)there was no significant difference in the ability of scientific argumentation between subjects of different genders(t=-1.835,p>0.05).(4)most of the subjects' attitude was "tend to avoid argumentation",there were significant differences between different genders in attitudes(t=2.044,p<0.05),there was no significant difference in the attitudes of subjects from different schools(t=-0.601,p>0.05),there was a significant positive correlation between scientific argumentation ability and attitude(r=0.450,p<0.01),there is a significant positive correlation between each dimension of scientific argumentation ability and attitude,"Reliability of the Evidence" has the highest correlation with argumentation attitude(5)there is a significant correlation between scientific argumentation ability and physics academic achievement(r=0.595,p<0.01),and the correlation coefficient of female subjects was greater than that of male subjects,scientific argumentation ability explained 34.8% of the variation in physical achievement,there was a significant positive correlation between each dimension of scientific argumentation ability and physical academic achievement,among which the dimension of "Sophistication of the Conceptual" had the highest correlation with physical academic achievement,and the dimension of "Reliability of the Evidence" had the lowest correlation with physical academic achievement.Finally,based on the research conclusion,the author puts forward some concrete suggestions on the evaluation and teaching of scientific argumentation ability.At the same time,the problems that can be further studied are analyzed,and future research is put forward.