Research On The Teaching Of Chemical Argumentation Based On Model-evidence Chain

In recent years,argumentation teaching has been devoted to the development of students' higher-order thinking and the cultivation of key abilities,which has attracted much attention in international science education teaching.However,argumentation teaching is often absent in conventional classes.Therefore,this paper focuses on integrating the new argumentation activity of Model Evidence Link into chemistry teaching.The purpose is to promote the understanding of scientific concepts,enhance students' view of the nature of science,and provide reference for teachers in argumentation teaching.On the basis of literature research,this paper clarifies the mechanism of Model Evidence Link argumentation to promote the understanding of scientific concepts,and tries to construct the teaching instruction of the argumentation.This paper adopts a quasi-experimental design and combines qualitative with quantitative research methods.It takes the students of the second grade in a key middle school in Xuzhou of Jiangsu Province as the research object and carries out the teaching practice research in the way of control research.The experimental group used Model Evidence Link argumentation teaching.The control group used traditional concept teaching method and didn't provide argumentation activities.Questionnaires were designed to analyze students' heterogeneous thinking and conceptual understanding level in the topic "ionization and ion reaction".Carrying out related teaching design and practice around "electrolyte ionization" and "ion reaction".The results of the plausibility-judgment questionnaire,the students' written explanation and the case interview all show that the teaching is effective.The results show that in the experimental group,the critical evaluation level of the experimental group was improved and the plausibility judgment of scientific model was significantly improved.Model Evidence Link argumentation teaching strategies can effectively promote students to participate in argumentation.Students participating in the argumentation teaching activities have a clear and profound cognition of scientific concepts such as "ionization and ion reaction",which shows that the argumentation teaching can effectively improve students' understanding level of scientific concepts.