A Practice Research Of "Explicit-Reflective" Nature Of Science Teaching In Senior Chemistry

Science essence education is an important part of science curriculum objectives in our country.As one of science curriculum objectives,chemistry also includes science essence.The 2017 edition of Chemistry Curriculum Standards for Senior High Schools has also repeatedly pointed out that teachers should guide students to understand the nature of science in teaching and promote students’ understanding of the nature of science.Research at home and abroad shows that the current level of middle school students’ view of the nature of science is low,and different teaching modes have different promoting effects on the nature of science.Therefore,how to improve students’ view of the nature of science in high school chemistry classroom practice is the main purpose of this study.In this study,"explicitly-reflective" nature of science teaching was used to intervene in the teaching of experimental class,and compared with the conventional teaching of control class,so as to explore how "explicitly-reflective" nature of science teaching affected the development of students’ concept of nature of science.Based on the literature review and analysis,this study defines the concept of nature of science and the teaching of "dominance-reflective".Based on the open questionnaire of VNOS-C developed by Lederman et al.,and the questionnaire of Nature of Science developed by Dr.Huang Xiao,a questionnaire and interview outline suitable for this study are adapted.Referring to the connotation of scientific essence view--3 dimensions and 17 factors evaluation indexes,110 senior high school students in a high school in Nanning,Guangxi were taken as the research objects,and questionnaire survey and interview methods were used as the main methods for the research.The teaching design of "Explicit and reflective" nature of science was carried out in combination with the contents of Electrolytes Ionization,Chlorine and Its Compounds and Atomic Structure,a pair of compulsory high school chemistry courses in the 2017 edition and the Human Education edition(2019 edition).The teaching intervention of "Explicit and reflective" nature of science was implemented for the experimental group students.The control group adopted the conventional teaching mode.Before and after the teaching experiment,the same questionnaire was used to evaluate the nature of science.Through the collation and analysis of the questionnaire and interview data,it was found that the overall level of the concept of nature of science of students in the experimental class was significantly improved,while that of students in the control group was not significantly changed.Form the following research conclusions:(1)High school students’ view of the nature of science shows a low level and different understanding of dimension factors.It shows that students’ understanding of the nature of science is limited,and even there is a certain bias.It also shows that high school students’ concept of the nature of science can be developed and has a certain possibility of development.(2)The "explicitly-reflective" nature of science teaching in high school chemistry can significantly improve students’ view of nature of science,and students have higher satisfaction with the "explicitly-reflective" nature of science teaching classroom.(3)Unbalanced improvement of students’ understanding of various dimensions of science nature.The students in the experimental class had a significant promoting effect on the understanding of 11 dimension factors such as cognition,but had no significant promoting effect on the six dimension factors such as accumulation.