Research On Scientific Argumentation Teaching Mode Integrating Toulmin Argumentation Model And Academic Quality Level

Scientific argumentation is an important part of scientific thinking.Research has shown that teaching scientific argumentation helps to illuminate the interrelationship between knowledge and concepts.It has been found that most models of teaching argumentation feature a combination of scientific argumentation and scientific inquiry.However,in the actual teaching of the combination of argumentation and inquiry,it was found that qualifying,refuting and supporting elements were more difficult to implement in the classroom and tended to return teaching to a teacher-led,lecture-based state,which was not conducive to the argumentation classroom.To address the above factors,this study uses Classical educational theory as the theoretical basis,adopts a literature approach,and constructs a new model of scientific argumentation that incorporates the four elements of "basis","reasoning","perspective" and "reliability of basis".Based on this,this study has developed a teaching model of scientific argumentation that integrates TAP and academic quality standards,including "presenting ideas","working in groups to find evidence","presenting the argumentation process","evaluating the quality of evidence" and "summarising and reviewing ideas".The teaching model was tested in two parallel classes of a senior secondary school in Zengcheng District,Guangzhou,in Chapter 3,"Interactions",of the Guangdong version of Compulsory 1,using a well-established scientific argument assessment tool,and with pre-and post-intervention physics learning outcomes.The results show that the model is reasonable and effective.The application of the TAP and academic quality standards based scientific argumentation teaching model helps to improve students’ understanding of the basic elements of scientific argumentation,improves the scientific argumentation skills of students at the lower levels of academic quality standards,and to some extent influences students’ academic performance in physics.Finally,we offers some suggestions for the application of the designed model: The model is more suitable for students with an average foundation and for classes where more ideas can be presented;when using the teaching model,it is recommended that it be accompanied by a problem chain teaching strategy to inspire students’ awareness of evaluating evidence.