Research On High School Student's Scientific Epistemic Cognition On WeChat Tweets And Its Intervention

21st century is an era of information explosion,in which the rapid occurence and transmssion of information bring about the concerns over information itself as well as the quality,accuracy and praticability of knowledge.However,scientific epistemology focuses on the nature,acquisition and judgement of knowledge.With the popularization of apps like Wechat,high school students have to face many ideas and view mixed with good and bad,which needs students to make judgements through scientific epistemology.This dissertation arranges the existing research findings in relevant fields on scientific epistemology,from home and abroad.Combined with the theory of rhetoric of science,the dissertation does a research on the scientific epistemology that high school students show when they can identify with the Wechat Tweets on science and the development of scientific epistemology among high schlool students through intervention research.Based on the above all,the characteristics of scientific epistemology of high school students' identifications towards Wechat Tweets on science can be acquired.Meanwhile,the scientific epistemology of high school students' identifications towards Wechat Tweets on science can be effectively improved through indirect intervention,intervention during discussion and intervention in previous activities.This dissertation consists of six chapters.Chapter one talks about the origin and the sketch of this research.Chapter two is about literature review and theoretical basis,mainly giving definitions to the core concepts of rhetoric of science and scientific epistemology and setting up a framework based on the core concepts mentioned.Chapter three focuses on the design,referring to the design of study activities,the selection of study subjects,the implementation and the set-up analysis framework.Chapter four deals with the characteristics of scientific epistemolofy of high school students' identifications towards Wechat Tweets on science and chapter five is concerned with the development of scientific epistemology of high school students' identifications towards Wechat Tweets on science through interventions.Chapter six conclusion and profound consideration,which draws a conclusion of research findings and discusses the reflections and expectations of the research.