Teaching And Practice Study Of Elements And Their Compounds Based On SNP Model

The 2017 edition of the high school chemistry curriculum standards lists "Evidence-based reasoning and modeling cognition" as one of the five fundamental aspects of chemistry.This is an excellent technique to help pupils improve their modeling and argumentation skills.To better deepen the knowledge contents and comprehend them,we frequently need to integrate modeling and argumentation for some abstract and difficult-to-understand concepts and other knowledge contents in science education teaching.For a long time,researchers domestically and abroad have conducted theoretical research or teaching practice research on modeling and argumentation separately.Modeling and argumentation are combined in the teaching approach known as "Science Negotiation Pedagogy"(hence referred to as SNP).In this investigation,we begin with the elements and their compounds.Aims to incorporate this paradigm into the chemistry classroom to help students become more adept at modeling and making arguments.In this study,we conducted a questionnaire survey on teachers and students in a middle school in Chongqing to understand the current situation and attitudes of teachers and students towards modeling teaching,argumentation teaching,and SNP model teaching to provide a reference.Theoretically,we combed through the literature to understand the connotation and application research of modeling teaching,argumentation teaching,and SNP model teaching.Based on this,we developed the basic compound review instruction using the SNP model.We then chose a particular senior class at a middle school in Chongqing as the subject of practical education and carried out teaching practice.We used Han Kwai Kwai’s an argumentative ability test questions and evaluation criteria to gauge the improvement in students’ argumentative skills before and after teaching practice.Before and after the teaching practice,the assessment criteria were utilized to analyze changes in the students’ argumentation skills.The survey study’s findings revealed that: most students regarded the analysis of elements and their compounds as laborious,complex,and chaotic;teachers and students were more familiar with modeling teaching,followed by argumentation teaching,and had the minimal experience with SNP teaching.The findings of the practical investigation,which compared the pre-and post-test scores,revealed that the SNP teaching modality could enhance students’ modeling and arguing skills.However,the degree of argumentation was still low.