The Research On The Development Of Assessment Tools For High School Students' Scientific Social Responsibility

With the progress of science and technology in human society,training high school students for scientific social responsibility is the realistic requirement in Big Science Times,and it is also the main way to improve the essential quality of social responsibility and scientific literacy of qualified citizens in the 21 st century.Social responsibility is also an important part of the core quality of the curriculum standards of physics,chemistry and biological science in high schools in China.However,in the previous studies,the research on the evaluation of scientific social responsibility is not deep enough,and the lack of effective measurement tools also restricts the teachers' cultivation of the responsibility for high school students.Based on this,the research objective of this study is to establish a scientific social responsibility evaluation tool on the basis of theoretical analysis and quantitative research,and to lay a foundation for the cultivation of scientific social responsibility of high school students.This study shows that the scientific social responsibility of high school students refers to the psychological and behavioral performance of high school students who,based on specific social roles,take the initiative to undertake missions and fulfill obligations to themselves,others(including family),collective,society,nation,human society and natural environment with the help of learning science.The scientific social responsibility of high school students is the social responsibility of high school students in relation to science,the social responsibility of high school students in the field of science,and the responsibility of high school students after they acquire the science curriculum.High school students' scientific and social responsibilities can be divided into three categories according to the objects of responsibility:(1)the responsibility to individuals and others;(2)the responsibility for science;(3)the responsibility for social development.Each responsibility object is further divided into 4 sub-dimensions,a total of 12:(1)healthy life;(2)scientific protection;(3)teamwork;(4)the use of science to solve problems in life;(5)determined to devote themselves to a scientific career;(6)treat science rigorously and realistically;(7)dare to question authority;(8)to resist superstition and pseudoscience;(9)oppose the abuse of science;(10)participating in social decision-making;(11)actively participate in popular science activities;(12)practice the concept of sustainable development.Based on the evaluation framework of high school students' scientific social responsibility,this study developed a scientific social responsibility survey tool for these students.Responsibility can be divided into three aspects: responsibility cognition,responsibility emotion,and responsibility behavior.It is necessary to examine a person's social responsibility.Therefore,developing assessment tools,each dimension is set according to cognition,emotion and behavior,and the overall exploration of the level of high school students' scientific social responsibility literacy is conducted from three aspects.At the same time,the evaluation tool adopts the form of Likert scale combined with the scientific social responsibility situation and designs the scientific social responsibility question according to a certain situation paradigm.Integrating classical measurement theory and item response theory,SPSS is used to analyze the reliability and validity of the survey tool,which has good reliability and validity.High school students' scientific social responsibility is above the average level,but by comparing the cognition,emotion and behavior of science social responsibility,it is found that the cognition of scientific social responsibility is higher than the behavior and emotion of science social responsibility,and it is necessary to cultivate the unity of "informed action" of science social responsibility in the future.At the same time,there is no significant difference in the level of scientific social responsibility among students of different genders.Students' scientific social responsibility is related to their parents' educational background.The higher their parents' educational background is,the higher their level of scientific social responsibility is.With the growth of grades,students' scientific social responsibility is gradually on the rise.In response to the survey findings,suggestions are given as follows:(1)carry out STSE education,so that students can understand the positive effects of science on society;(2)carry out cooperative learning to strengthen students' sense of social responsibility in teamwork;(3)develop inquiry-based teaching based on everyday social science problems to stimulate the interest of high school students;(4)carry out education on the history of science,philosophy of science and sociology of science,and then students can learn to think deeply.