Physics Teaching Research On The Integration Of Concept Understanding And Scientific Argumentation

Physics concept is an important part of physics teaching.In recent years,the pursuit of understanding has become a new value orientation in physics concept teaching.At the same time,as the embodiment of the nature of science and the pursuit of education,scientific argumentation is proposed as an important part of scientific thinking.However,in the real teaching practice,there is a lack of penetration of "understanding" and demonstration teaching is difficult to implement.Under the concept of integration,this paper focuses on "how to carry out the concept teaching of the integration of concept understanding and scientific argumentation in high school physics classroom?" This core issue is based on model construction,case development and evaluation design.This paper selects the "reverse design" teaching mode based on the pursuit of understanding proposed by Grant Wiggins team of the United States and the PCRR demonstration teaching model proposed by David J.kujawski in 2015,and puts forward the teaching model of the integration of concept understanding and scientific demonstration by looking for the "mortise and tenon" of the integration of concept understanding and scientific demonstration.Taking "the fluctuation of light" as an example,the series teaching designs of "interference of light","diffraction of light" and "polarization of light" are developed under the guidance of the teaching model.In order to verify the effectiveness of the model,two parallel classes of senior two in Y senior high school in N city of Z province were selected for a one week teaching experiment.The experimental class was designed with the integration of concept understanding and scientific demonstration,while the control class was designed with traditional teaching method.The level of concept understanding,the ability of scientific argumentation and the tendency of scientific argumentation are selected as the test indexes of teaching effect,and the corresponding tests of concept understanding,the ability of scientific argumentation and the tendency of scientific argumentation are compiled and selected,which are distributed before and after the teaching experiment.With the help of SPSS software,the data of the two classes were analyzed.First,the teaching model of the integration of concept understanding and scientific argumentation can help students reach a higher level of concept understanding.Second,the integrated teaching model of concept understanding and scientific argumentation plays a significant role in improving the overall ability of scientific argumentation,which is mainly reflected in the elements of "refutation",but there is no significant difference in the elements of "claim","evidence" and "reason".Thirdly,the teaching model of the integration of concept understanding and scientific argumentation is helpful to improve students' argumentation tendency,but students' acceptance of argumentation tends to be bipolar.