Research On The Teaching Strategy Of The "Explicit-Argumentative" Science Nature In High School Biology

Chapter 6 of the GCSE Biology Curriculum Standards(Revision 2020,2017Edition),entitled "Suggestions for Implementation",states that students should not only acquire knowledge of biology but also "knowledge of natural sciences" when studying the GCSE Biology curriculum.In the field of science education,"knowledge of the natural sciences" is a key component of the curriculum.In the field of science education,"knowledge of the natural sciences" is referred to as the "essence of science".Learning about the nature of science helps students to develop a concept of biology,to grasp the characteristics of biology as a natural subject,to distinguish between science and pseudoscience in everyday life,and to enhance students’ sense of social responsibility,thus contributing to the development of their core literacy in biology.The "explicit" nature of science is taught as a cognitive goal,which to some extent promotes students’ understanding of the nature of science.By introducing argumentation into the classroom,students’ views of the nature of science are also enhanced in the process of argumentation.If the ’explicit’ nature of science is combined with argumentative teaching,students’ understanding of the nature of science will be more effective.Therefore,an attempt was made to use argumentative teaching as a basis for teaching the ’explicit’ nature of science to improve students’ understanding of the nature of science.This study uses literature research,questionnaires and educational experiments to develop ’explicit-argumentative’ strategies for teaching the nature of science and to investigate their impact on students’ views of the nature of science.Firstly,through a questionnaire survey,teachers and students understand the connotation of the essence of science and analyse the problems in teaching the essence of science;secondly,we analyse the necessity and feasibility of combining "explicit" teaching of the essence of science with argumentative teaching,and sort out the "explicit" teaching of the essence of science that can be carried out in the selective compulsory 1 textbook of high school biology in the Human Education version.Secondly,to analyse the necessity and feasibility of combining "explicit" science essence teaching with argumentative teaching,to sort out the materials in the selective compulsory 1 textbook of senior high school biology of the Hanyu Education version that can be used for "explicit" science essence teaching.Finally,the educational experiment was conducted to compare the changes in the understanding of the nature of science between the control and experimental classes.The experimental results show that the "explicit-argumentative" teaching strategy has the following effects: firstly,the "explicit-argumentative" teaching strategy can significantly improve students’ understanding of "scientific work should pay great attention to the influence of subjective factors","science is influenced by subjective factors",and "science can be influenced by subjective factors"."firstly,the ’explicitargumentative’ strategy significantly enhances students’ understanding that ’scientific work is highly sensitive to subjective influences’,that ’science is influenced by society and culture’,that ’scientific knowledge may change as research progresses’,that ’theories and laws give science the ability to explain,but they are not the same’,and that’scientific knowledge may change as research progresses’.The understanding that’scientific work relies on observation and inference’.Secondly,there was no significant change in students’ understanding of the ’empirically based paradigm of scientific work’and ’science as creative work’ before and after teaching practice.In order to better implement the ’explicit-evidence-based’ approach to teaching the nature of science in practice,the following pedagogical suggestions are made: firstly,teachers should dig deeper into the nature of science contained in the teaching materials when preparing lessons;secondly,in practice,emphasis should be placed on teaching the nature of science as well as on teaching scientific knowledge;thirdly,due to classroom time constraints The background information of the teaching materials should be brief and concise.