A Practical Study On Cultivating High School Chemistry Students’Scientific Argumentation Skills Based On The Argument-Driven Inquiry Instructional Model

With the popularization of scientific literacy and the development of science education,scientific argumentation and its capacity building have become the focus of attention in the international field of science education.Countries around the world emphasize the cultivation of scientific argumentation skills in their curriculum standards,and the core literacy of chemistry in the Chinese Chemistry Curriculum Standards(2017 edition,revised in 2020)also includes scientific argumentation skills.Cultivating students’ scientific argumentation skills in the classroom can help them understand the process of knowledge generation,increase their classroom participation,and develop their logical reasoning abilities.This study aims to explore how to implement argumentative teaching in high school chemistry instruction to cultivate students’ scientific argumentation skills.First,through a literature review,the definition,model,cultivation methods,connotation,value,and structural model of scientific argumentation skills were thoroughly examined.The cultivation of scientific argumentation skills not only helps to foster students’ interests in scientific knowledge,improve their cognitive level and logical thinking abilities but also enhances their critical thinking and innovation skills.Second,based on the structural model and current research on scientific argumentation skills,this study adapted the Argument-Driven Inquiry Instructional Model,which has been proven effectivly for cultivating scientific argumentation skills but it is difficult to implement in daily classrooms.To better adapt to the practical needs of high school chemistry teaching,this study proposed a new eight-step teaching process based on constructivist learning theory,Posner’s conceptual change theory,and meaningful learning theory: "problem guidance—experiment and data collection—data analysis and interpretation—argument construction—group discussion—whole-class sharing—reflection and revision—assessment and feedback".In the specific implementation process,the eight steps were summarized into four teaching stages: "situation creation—experimental inquiry—concept consolidation—argument exchange".To evaluate the practical effects of the adapted the Argument-Driven Inquiry Instructional Model on high school chemistry instruction,this study conducted a survey on the current status of scientific argumentation skills among first-year high school students using science argumentation skill test items that were consistent with the structure and connotation of scientific argumentation skills and had high reliability and validity.The research found that the overall level of scientific argumentation skills among middle school students was relatively low,with considerable room for improvement.When first-year high school students first entered school,most could only propose a claim with a single reason,with very few students able to put forward a claim with a series of reasons.Additionally,due to the limited teaching time and heavy tasks in high school,as well as the students’ low argumentation skills,high school chemistry teachers lack a deep understanding of scientific argumentation and its teaching,resulting in limited practical application of argumentative teaching.To verify the practical effects of the adapted Argument-Driven Inquiry Instructional Model in high school chemistry instruction,the author conducted a semester-long teaching practice in the 2022 first-year class.During the practice,teaching cases on "electrolyte dissociation","ionic reactions",and "redox reactions" were developed,and argumentative teaching was implemented as the sole variable.The results of the practical research show that argumentative teaching has a significant impact on students’ scientific argumentation skills and chemistry performance.The pre-test scientific argumentation skill level of the control group students was significantly higher than that of the experimental group students(P=0.031<0.05),and the post-test scientific argumentation skill level of the experimental group students was significantly higher than that of the control group students(P=0.000<0.005).Furthermore,the improvement in chemistry performance of the experimental class was notably greater than that of the control class.After argumentative teaching,most students in the experimental group could propose a claim with a series of reasons,have clear counterclaims and reasons,and use the provided materials correctly and flexibly apply the learned scientific knowledge during the argumentation process.Moreover,through interviews with students,it was found that the argumentative teaching model can enhance students’ interest in chemistry courses.In summary,this study has conducted an in-depth exploration of argumentative teaching in high school chemistry instruction through theoretical analysis and practical research,providing an effective approach to improving students’ scientific argumentation skills,chemistry performance,and learning interest.In future educational research and practice,we can continue to focus on and explore the application and development of argumentative teaching models in chemistry instruction and other subject teaching,making positive contributions to improving students’ overall quality and scientific literacy.