Practical Study On Conducting Apparatus-making Activities To Improve High School Students’ Scientific Inquiry Literacy

Physics core literacy is the current research hotspot in physics,which intends to cultivate the comprehensive abilities required by students in teaching.As an important part of the core literacy of physics,scientific inquiry literacy not only affects the development of students’ scientific thinking,but also influences the strength of students’ investigative and practical skills.In this paper,we take the form of apparatus making activities to develop high school students’ scientific inquiry literacy in physics.In order to meet the standards of the new curriculum reform for students’ scientific inquiry literacy in physics.To make the study of apparatus making activities and physics teaching have a mutually reinforcing significance.The main contents of this paper are.（1）To analyze the feasibility of developing students’ scientific inquiry literacy through apparatus-making activities based on the current state of research on scientific inquiry literacy in physics at home and abroad,Dewey’s "learning by doing" and Bruner’s "learning by discovery" theories.（2）The five levels of scientific inquiry literacy were used as the basis for developing a questionnaire related to scientific inquiry literacy.Questionnaires and teacher interviews were conducted in secondary schools to design the apparatus to be made based on the results of the survey on the current status of students’ scientific inquiry literacy and to address the problems and shortcomings that emerged.（3）Cultivate students’ comprehensive ability to exercise professional skills with the interplay of science and technology in the process of apparatus making,strengthen students’ hands-on ability and independent thinking,and lay a good foundation for their lifelong learning and social development.Using different teaching methods from the traditional classroom,we promote students’ ability to identify and formulate problems based on the context they are in;the ability to formulate their own conjectures and hypotheses and make scientific plans in response to problems;the ability to obtain evidence needed to solve problems and judge their validity through various means such as observation and experimentation;the ability to draw conclusions or pose new questions by processing relevant evidence in a scientific way;and the ability to make new conclusions in the whole inquiry process.The ability to communicate with others throughout the inquiry process is also an essential part of scientific inquiry literacy.