Action Research On The Teaching Of Elementary School Science Experiments Focusing On Scientific Argumentation

Cultivating students' scientific literacy in scientific inquiry has become the focus of attention in the field of science education.In the "Compulsory Education Science Curriculum Standards" promulgated in 2022,reasoning and argumentation appear in the connotation of core literacy,that is,based on evidence and logic,using thinking methods to establish the relationship between evidence and interpretation,so as to solve scientific problems.In recent years,as an important part of scientific literacy,scientific argumentation has been strongly emphasized in the international large-scale scientific literacy test and the reform of national curriculum.It can be seen that scientific argument is essential if students are to do scientific inquiry like scientists.But now,scientific inquiry in science labs is like providing students with recipes,and students lack the process of constructing scientific ideas and conducting rational consultations.Most of the research on domestic scientific demonstration stays at the level of foreign experience evaluation,theoretical speculation and teaching model design,and the research on the teaching practice of scientific argumentation is not rich.Therefore,the purpose of this research is to integrate scientific arguments into the teaching of primary school science experiments,and to use the method of action research to vividly present the process of gradual improvement of teaching and gradual integration of scientific arguments.First of all,by studying the relevant literature of scientific argumentation,by analyzing the characteristics of the teaching model of scientific argumentation at home and abroad,and referring to the teaching framework of scientific argument proposed by scholar Osborne,the author combined the content of the primary school science experimental class to design the experimental lesson teaching model that integrates scientific argumentation.Secondly,using the lesson of "The Pendulum Swings Fast or Slow",the author conducted three rounds of experimental course teaching that integrated scientific arguments with the links of "planning","action","observation" and "reflection" according to the process of action research.According to the process of action research and the results of discourse analysis,this study believes that scientific argumentation can be integrated into primary school science experiment teaching,so that students can understand the process and characteristics of inquiry experiment through active participation,and develop certain evidence awareness and argumentation ability.However,the quality of students' argumentation is affected by the attitude of the class and group.Teachers should create a free and equal environment for students to express and promote the occurrence of argumentation.Synthesizing student feedback and teaching reflection in the three rounds of action research,the author summarizes the problems and dilemmas faced in the teaching of experimental classes involving scientific argumentation,as well as effective teaching strategies.The main problems are: teachers have difficulty in fully paying attention to the argumentation process within the student group and giving timely guidance,inter-group argumentation needs to encourage students to express their opinions more actively,and it is difficult for students to think deeply about the argument in the face of difficult problems.In this regard,the author uses teaching strategies such as role playing,setting up statement boards,and using open-ended questions to guide argumentation to promote the teaching of scientific argumentation.Finally,the author uses the method of discourse analysis to analyze the recordings within and between the student groups,and statistically finds that the argumentative language of the student groups has different types and characteristics,and with the improvement and improvement of the teaching of the three-action study,the students are gradually able to use the evidence to question and defend,and form the concept of fair experimentation and the awareness of using data in the argument.Based on the process of action research and the results of discourse analysis,this study believes that scientific argumentation can be integrated into the teaching of primary school science experiments,so that students can understand the process and characteristics of inquiry experiments in active participation,and develop a certain sense of evidence and argumentative ability.However,the quality of students' arguments is influenced by the attitudes of the class and the group,and teachers should create a free and equal expression environment for students to promote the occurrence of arguments.All in all,I hope that the results of the teaching practice and discourse research of this study can provide some reference for front-line teachers,so that scientific arguments can be actively explored,tried and practiced in today's science education teaching.