Practical Research On Cultivating High School Students’ Scientific Argumentation Ability Based On Argument Driven Inquiry Teaching Model

The “Curriculum Standards for Senior Middle School Biology” issued in 2017 clearly states that the core literacies include four aspects: the concept of life,scientific thinking,scientific inquiry,and social responsibility,among which "scientific thinking" requires "gradually developing scientific thinking in the learning process,and being able to use existing knowledge,evidence and logic to think or argue about biological issues",so as to develop students’ scientific argumentation ability.The ADI model is an instructional model that integrates argumentative activities into the process of scientific inquiry.The model teaches students to go through the process of evaluating data,making claims,and arguing for the claims.Through argumentative activities,students not only learn about the way scientists think about problems,but also promote the improvement of scientific ability.Based on this,this study applies the ADI teaching model to high school biology teaching to explore the effect of this model teaching on students’ core literacy in biology,in order to provide some reference for carrying out ADI teaching in high school biology.The methods used in this study are literature research method,questionnaire survey method and practical research method,through literature review to organize the relevant concepts,research status and theoretical basis about ADI teaching.A total of 128 frontline teachers of high school biology in Guiyang were randomly selected to conduct a questionnaire survey to understand the situation of high school biology teachers carrying out argumentative teaching,as well as their understanding and attitude toward the ADI teaching model.According to the characteristics of the ADI teaching model,the specific course contents of the compulsory one module of high school biology(Humanities version)were sorted out,and the teaching contents applicable to the ADI teaching model were selected for teaching design,and two parallel classes of a middle school in Guiyang were selected as the objects of practice.In the teaching practice,senior class(8)adopted the ADI teaching model and senior class(10)adopted the conventional teaching method.After the teaching practice,the scientific argumentation ability,argumentation tendency,and biology scores of the two classes before and after the practice were statistically analyzed to test the effect of ADI teaching on cultivating students’ scientific argumentation ability.The results of the questionnaire survey showed that the percentage of teachers who knew about argumentative teaching was 41.4%,among which 10.94% of teachers said they would often conduct argumentative teaching in biology classes,and nearly 60% of teachers said the current teaching mode was not conducive to the cultivation of students’ scientific argumentation ability.As a kind of argumentative teaching,about 72% of teachers indicated that they had not been exposed to ADI teaching model.In terms of teaching effectiveness judgment,more than 70% of teachers thought ADI teaching helped students improve their interest in learning,understanding and consolidation of knowledge,and scientific ability,respectively,and more than 90% of teachers thought it could improve students’ scientific argumentation ability,indicating that front-line teachers recognized the effectiveness of ADI model teaching very highly.Most teachers expressed willingness to carry out ADI teaching practice when conditions are met,indicating that most teachers have confidence in the application of the ADI teaching model.The practical results showed that:(1)In terms of scientific argumentation ability: on the whole,there was a highly significant difference in argumentation ability between the two classes of students(P = 0.004<0.01),and the experimental class was better than the control class;at the same time,the P-value before and after practice in the experimental class was P = 0.000<0.01,which was a highly significant difference,indicating that the ADI teaching model could significantly improve the scientific argumentation ability of students.In terms of the argumentation ability of each subproject,the P-values of both classes were less than 0.05 for both scientific phenomena and scientific problems,which were significantly different,and there was no significant difference in technical products(P = 0.056>0.05);meanwhile,compared with the pre-practice,there were significant differences in scientific problems,scientific phenomena,and technical products in the experimental class,with technical products showing highly significant differences(P =0.002<0.01).(2)In terms of scientific argumentation ability level: both in the post-test comparison between the experimental class and the control class and in the pre-and postpractice comparison of the experimental class,the number of students with moderate argumentation ability in the experimental class as a whole increased significantly;in terms of the level of argumentation at which each sub-project was placed,the number of students at level 1 and level 2 in the experimental class decreased significantly,the number of students at level 3 and level 4 increased significantly,and almost no students reached level 5 and level 6.This indicates that the ADI model helps to raise the level of students’ argumentation ability,especially the effect of raising the low argumentation level to the middle argumentation level is most significant.(3)In term of scientific argumentation tendency: there was a highly significant difference in argumentation tendency between the two class(P = 0.004<0.01);meanwhile,the P-value before and after practice in the experimental class was 0.007<0.01,which was highly significant,indicating that using the ADI teaching model to guide teaching could improve students’ tendency to scientific argumentation.(4)In terms of biology scores: Although there was no significant difference between the biology scores of the two classes(P = 0.243>0.05),the mean score of the experimental class improved more compared with the control class,indicating that the ADI teaching model is conducive to strengthening students’ understanding and mastery of knowledge to a certain extent.Based on the above results,it can be seen that applying the ADI teaching model to high school biology can help cultivate students’ scientific argumentation ability,enhance students’ tendency for scientific argumentation,and deepen students’ understanding of biological knowledge,indicating that the ADI teaching model can provide an option for teachers to cultivate students’ scientific argumentation ability in the future,and the teaching practice cases studied can provide reference for front-line teachers of high school biology to carry out ADI teaching.