The Action Research That Develops Chemical Evidence-Based Reasoning Literacy Based On Model-Evidence Link

Since the 1990 s,education researchers have gradually become concerned about introducing scientific argumentation activities into classroom teaching.Teaching scientific argumentation refers to introducing arguments in the scientific field to the classroom,so that students can experience a process similar to the scientists.The integration of scientific arguments into science education has gradually become a new trend in the development of international science teaching.Evidence-based reasoning literacy focuses on putting forward hypotheses based on evidence,reasoning and confirmation,which is an important way of thinking for chemical learning.Cultivating students’ core literacy in the discipline of evidence reasoning is also of great significance for developing the basic point of "rational thinking" in students’ core literacy.However,the process of collecting,applying evidence,and reasoning to draw conclusions by students remains difficult.Therefore,this study aims to use the new scientific argumentation teaching model of "Model-Evidence Link" to carry out teaching,focusing on the cultivation of students’ core literacy in the discipline of evidencebased reasoning.The main research questions are as follows: First,to explore the applicability of the "ModelEvidence Link" teaching model in high school chemistry classroom teaching.Second,whether the teaching practice based on the "Model-Evidence Link" teaching model is conducive to the cultivation of evidencebased reasoning literacy.Research is conducted using the literature research method,the action research method,and the interview method.Through literature research,the origin and development,connotation and process,value and evaluation of the Model-Evidence Link teaching model are sorted out.Through the analysis of the research status of scientific argumentation teaching at home and abroad and the Model-Evidence Link teaching model,the main research content of this research is clarified.An action study was conducted on students from a high school in Zhengzhou,Henan Province,using a certain class of high school as the research object.In this study,three rounds of actions were carried out,with the teaching themes of "MEL pre-task","generation of ionization theory" and "demonstration of spinach iron supplementation".First of all,the corresponding teaching materials are developed,and then the teaching activities are designed and carried out according to the process of the Model-Evidence Link teaching model,and finally the action process is reflected and summarized in combination with the classroom materials submitted by the students and the teacher-student interviews after class.In the second and third rounds of action,The MEL transfer task was carried out to implement the evaluation.After the action is completed,the students are scored on the written arguments,MEL diagrams and MEL transfer tasks,and the SPSS21.0 software is used for data collation and analysis.The students’ two written argument scores,MEL plot scores,and MEL transfer task scores were paired with the sample t-test,and the results showed that the results were in at the 0.05 significance level,there was a significant difference in student written argument scores and MEL plot scores,while MEL scores Conversion task scores do not show significant differences.The results and processes of action research are reflected and summarized,and it is proposed that when implementing teaching,teachers need to establish a correct scientific view and enhance students’ awareness of critically evaluating evidence;carry out classroom demonstration activities to promote students’ construction and understanding of chemical knowledge;implement diverse teaching activities to broaden students’ ways to collect evidence;and use effective teaching scaffolds to develop students’ evidence-based reasoning ability.The results show that students’ ability to establish a logical relationship between evidence and conclusions has been strengthened,and they can accurately judge the relationship between different types of evidence and conclusions.At the same time,the awareness of critical evaluation has also improved,indicating that the level of argumentation and the ability to analyze and reason based on evidence have improved,but there are still fewer high-level written arguments.Finally,from the aspects of teaching environment,teaching materials,and teacher-student roles,the challenges faced by the application of the "Model-Evidence Link" teaching model are analyzed.For example,there are problems such as teaching resources and activities that have yet to be developed,and teachers and students do not understand the connotation and significance of scientific arguments.In view of these problems,suggestions for teaching improvement are put forward from the two aspects of teaching resource development and classroom implementation.Teachers can extensively excavate evidence materials through relevant websites and teaching activities,and can also design MEL diagrams in combination with textbook.Teachers also can adopt a variety of teaching methods to improve the necessary argumentation brackets for students.