Practical Research On The Teaching Of Biological Concepts In High School Based On PCRR Model

The focus of science education is on developing scientific literacy and its reform is centred on concepts and practices.The biology curriculum standards for senior secondary school emphasise the use of big concepts to build a 'small but precise' curriculum.Scientific argumentation is an integral part of scientific literacy and a key part of scientific practice,which helps students understand scientific concepts.Based on the analysis of the current situation and the research results of scholars at home and abroad,the paper attempts to integrate the PCRR circular model of argumentation into the teaching of concepts,and carries out specific teaching design and practical research.Firstly,the thesis investigated the current situation of scientific argumentative skills in concept teaching from the perspectives of both teachers and students.The findings showed that teachers needed to strengthen their theoretical knowledge and practical research on concept teaching and argumentative teaching,and that high school students needed to improve their ability to make claims based on evidence and have difficulties in using the language of scientific concepts for expression,discussion and rebuttal.Secondly,a conceptual teaching design model based on the PCRR model was constructed,The model mainly included a comprehensive analysis of curriculum standards,teaching materials and learning conditions,selection of learning topics,construction of conceptual frameworks,identification of learning objectives,design of problem systems,development of learning activities and development of continuous assessment.The PCRR model-based conceptual instructional design was carried out by selecting suitable study content in Compulsory 1,taking Energy Supply and Use of Cells as an example.The instructional design was then put into practical study by selecting two classes from the placement school,the control class using conventional teaching and the experimental class using the PCRR model-based conceptual teaching.Both classes were given a pre-test of scientific concept comprehension and scientific argumentation skills before teaching,and both classes completed a knowledge test paper related to the learning topic and a post-test of scientific concept comprehension and scientific argumentation skills at the end of the experiment.The outcome of the empirical study showed that there was no major disparity between the controlled class and the tested class in terms of knowledge mastery before and after the implementation of the teaching,and the tested class had a slightly better knowledge mastery than the controlled class;an overall analysis of the level of understanding of science concepts before and after the implementation of the two classes showed no significant differences between the two classes,but the experimental class had a better understanding of science concepts at the associative,systematic and integrated levels than the control class.;the global analysis of the scientific argumentation ability before and after the implementation of the teaching showed that there was a notable distinction between the two classes.The whole analysis of the scientific argumentation skills before and after the implementation of the teaching showed significant deviation between the two classes;compared to the control class,the experimental class had an enhanced ability to analyse materials,make claims based on evidence,refute and reflect on them;developing students' scientific argumentation skills strengthens their level of understanding of scientific concepts.The findings show that concept teaching based on the PCRR model promotes deep conceptual understanding by constructing a conceptual framework;strengthens students'pre-science conceptual transformation by designing a system of questions;develops students'high-level argumentation skills by scaffolding argumentation.