An Empirical Study On The Construction Of Mental Model Of Evidential Reasoning In Chemistry Experimental Inquiry Teaching In Senior High School

With the innovation of science education theory and the reform of science education in teaching,researchers began to shift from skill training to thinking process in experimental investigation,focus on students' thinking participation in teaching activities.In science education,scientific inquiry is a carrier to explore the nature of science and help students acquire and apply scientific knowledge.Evidence reasoning is the core of scientific inquiry and the embodiment of thinking ability about the core competencies of chemistry.The research aims to clarify the connotation and elements of "evidence reasoning",constructs a mental model with dynamic operation mechanism,and achieves the purpose of conceptual arrangement and theorization in qualitative research on the mental model of evidence reasoning in experimental inquiry teaching.This study is based on the research ideas of "theoretical deduction-preliminary model building","case analysis-modified model",and "expert survey-perfect model".We comprehensively use literature research methods,case analysis methods,and text analysis method,survey research method,etc..We draw a preliminary conclusion about the mental model of evidence reasoning in experimental inquiry teaching based on basic theories such as scientific inquiry,information processing theory of problem solving,psychological mechanism of scientific problem solving,critical thinking,etc..Then we use this model element as the initial concept to compare 9high-quality the lesson examples are rooted in analyzing the revised model,and investigate 16 experts to improve the model.We obtain four the main categories and their relationships of "problems,evidence,reasoning,and conclusions",14 categories and their relationships of problem context,problem representation,calling prototype,and matching prototype " are drawn,Provide templates,rebuild prototypes,strengthen prototypes,reorganize connections,reconstruct templates,form hypotheses,test hypotheses,create knowledge,draw conclusions,make decisions",and 28 cognitive behavior characteristics and the relationship between them.As well as,we get eight types of evidence reasoning paths for experimental inquiry teaching and one type of evidence reasoning path for general teaching(the 8+1path).We construct the line model and the cycle model of the mental model of evidence reasoning in experimental inquiry teaching that “problem context,represent problem,match prototype,form hypothesi,(provide template),test hypothesis,draw conclusion,(make decision),enhance prototype " based on hypothesis-testing,and “problem situation,represent problem,(match prototype),reorganize connection-refactor template,form hypothesis,(provide templates),create knowledge,draw conclusions,(make decisions),rebuild prototypes,strengthen prototypes" based on hypothesis-create.Moreover,we explore the connotative characteristics and influencing factors of evidence reasoning in experiment inquiry teaching about the reasoning process as the core,the problem situation as the condition,and the evidence as the basis,conclusion as the purpose.It is expected to provide a way of thinking and methods for the exploration of evidence reasoning literacy in chemistry,and provide a theoretical basis for the design and implementation of evidence-based reasoning in chemistry classroom teaching.It has the dual value of implementing core literacy and improving teachers' ability.