Research On Cultivating The Scientific Argumentation Ability Of High School Students Based On The PCRR Model

Foreign education takes the cultivation of students’ scientific literacy seriously,among which the cultivation of scientific argumentation ability is the top priority.The new curriculum standard also proposes to strengthen the cultivation of students’ core literacy of physics,including scientific thinking.And scientific argumentation,as one of the elements of scientific thinking,is also highly valued.Therefore,how to improve students’ ability of scientific argumentation occupies an important position in physics teaching.The research aims to explore whether applying the PCRR model to high school physics teaching can enhance students’ ability of scientific argumentation.Therefore,this research,firstly sorts out the relevant literature at home and abroad,summarizes the research status of scientific argumentation,analyzes the PCRR model,and defines the concepts of scientific argumentation.Then,based on the five elements of scientific argumentation,the science argumentation ability test paper of high school physics is compiled.And before the teaching practice,the students’ existing scientific argumentation ability level was analyzed.The contents of the physical Luke compulsory version 1,which is suitable for the PCRR model teaching are sorted out.Besides,according to the characteristics of PCRR model and the result of the interview with teachers,the teaching strategies appropriated for PCRR model based argumentation teaching are summarized.Then the appropriate teaching content is selected for teaching design.After that,the teaching cases are modified and improved under the suggestions of the front-line teachers.And the experimental class and the control class are selected for teaching practice.After the practice,the scientific argumentation ability level of the students in the two classes is post tested,and the result of the previous test is compared and analyzed.The main research conclusions of the paper are as follows:(1)Students performed worst in the "refutation" and best in the "viewpoint".(2)After teaching practice based on PCRR model,there are significant differences between the scientific argumentation ability of the students in the experimental class and the control class.In addition,in the experimental class,many students’ scientific argumentation ability from the level transition period to a higher level level,the experimental class students in the performance of each element of the scientific demonstration has been improved.This result indicates that the argumentation teaching based on PCRR model can improve students’ scientific argumentation ability.Based on teacher interviews and teaching practice results,the following teaching suggestions for teachers to implement the argumentation teaching based on PCRR model are as follows:(1)teachers need to apply the teaching model as needed and reasonably divide the links.(2)Teachers should guide students’ thinking in a timely manner,and pay attention to ask some enlightening questions.(3)Teacher ought to make reasonable use of resources inside and outside the class.(4)Teachers need to improve their professional ability,study more and use more the relevant teaching modes of argumentation teaching.