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Investigation on the influence of inquiry teaching based on chemical historical facts on the development of students' scientific literacy

study sth in detail

Analysis and evaluation of research design

Abstract: Cultivating students' scientific literacy is the fundamental goal of chemistry curriculum reform. The history of chemistry is not only the history of knowledge, but also the history of methods /chunagongzoongjie/ the summary of cashier's work, and it is also a treasure house with rich spiritual wealth. The education of chemical history has its special function in cultivating students' scientific literacy in classroom teaching. It can not only enliven the classroom atmosphere, stimulate students' curiosity, but also help students deepen their understanding of what they have learned. At the same time, the knowledge of chemical history can stimulate students' love for chemistry, and it is also of great significance to cultivate students' scientific literacy and comprehensive quality.

Keywords: chemistry teaching, chemistry history education, scientific inquiry

First, the basic content of research and design

1, research purpose and research object

(1) research purpose

The goal of the new chemistry curriculum is to improve students' scientific literacy and strive to make students develop harmoniously in three aspects: knowledge and skills, process and method, emotional attitude and values. Scientific inquiry is the starting point to improve students' scientific literacy, and chemical history education is an important starting point to achieve this goal. Inquiry teaching based on chemical historical facts is effective in the above three aspects. Students can fully understand the essence of earth science, experience the process of scientific inquiry, learn the methods of scientific inquiry, and be influenced by emotions. Based on the above understanding, the author selected two basic chemical raw materials, benzene, petroleum and coal, as examples, and conducted three chemistry teaching sessions with both chemical inquiry experiments and chemical historical facts by using the method of action research. Through this teaching practice, we can test the influence of this inquiry teaching on students' scientific literacy. It is hoped that through teaching practice and teaching reflection, the best combination of chemical history and inquiry-based teaching can be found, so as to improve students' scientific literacy. It aims to provide some reference for teachers through such action research, and also provide some information resources for educators engaged in theoretical research on chemical teaching design and educational action research in middle schools in the future, so as to promote the effective implementation of the new curriculum.

(2) Research object

According to the actual situation of chemistry curriculum arrangement in middle schools in China and my work, the research objects of this experiment are freshmen of Grade 2008 in No.1 Railway Middle School in Baicheng City, Jilin Province: Class 8, Class 9 and Class 10, which are parallel classes taught by the same teacher, and their academic performance and comprehensive quality are basically close.

2. Choose research methods and design methods.

(1) action research method

Action research studies for action, takes solving practical problems as the main task, and studies for the perfection of practice itself, rather than theoretical construction. Through the combination of action and research, we can improve the problems faced in the work situation with practical actions, pay attention to the satisfactory solution of the problems, and then improve the actual work situation.

(2) survey methods

Investigation is one of the most commonly used methods in scientific research/logistics work planning. Guided by correct theories and concepts, it means that investigators systematically and extensively understand (including orally or in writing, directly or indirectly) the history, present situation and development trend of relevant educational practice, or related achievements and experiences, problems and lessons through interviews, symposiums, questionnaires and tests, and on the basis of mastering a large number of materials, they analyze and synthesize them and draw scientific conclusions to guide future educational practice activities.

(0 1) questionnaire survey

Questionnaire survey is a research method to collect information through written questions. In order to understand some facts or opinions, the researchers distributed printed questionnaires to the respondents, asked them to fill them in realistically, and then recycled them.

(02) Interview survey

Interview survey is also called interview, conversation or interview. It refers to the direct and face-to-face oral communication between the researcher and the investigated object in order to understand the real situation or various psychological and behavioral tendencies of the investigated object.

(3) Literature method

Literature method is also called "historical research method" or "literary research method". The method of collecting and using literature reasonably through various channels to obtain indirect theoretical knowledge. It is a method that all kinds of research topics need to adopt, and it is also a method that each topic itself must apply in the stages of topic selection, research design, research implementation and research summary.

3. Research variables and observation indicators

(1) research variable

Influence of Different Teaching Designs on Students' Scientific Literacy

(2) Observation and measurement indicators

The Formation of Students' Scientific Literacy

4. Research tools and materials

(1) research tools

In the third part of this paper, based on the analysis of the main factors affecting inquiry teaching, a questionnaire for measuring students' scientific literacy is designed and compiled by myself. The questionnaire was designed with multiple-choice questions and questions, and was compiled after many revisions (see the appendix for details). The purpose of the questionnaire is to investigate the influence of benzene inquiry teaching based on chemical historical facts on students' scientific literacy.

(2) Materials

Select the second lesson of chapter 3 of compulsory module 2 of People's Education Press ((benzene), two basic chemical raw materials of petroleum and coal) for practical teaching, carry out three teaching designs, carry out three teaching, track and test students' scientific literacy, and interview teachers with/jingxuanyanjianggao/Campaignspeech to improve the next teaching. ② Discuss the results, which aspects of teaching have influenced the development of students' scientific literacy, and what role it has for future teaching design.

5. Formulate research procedures and choose research environment.

Reading literature and consulting relevant materials → determining research direction → defining related concepts → carrying out teaching design → interviewing students by questionnaire teachers → making statistical analysis of the survey → carrying out twice teaching design and measuring the influence of teaching on the development of students' scientific literacy → results and reflection.

6, data processing and statistical analysis methods

Interviews and questionnaires are about students' knowledge and skills and processes and methods of scientific literacy.

And "emotion, attitude and values", so here we will analyze it from these three aspects. Questionnaire survey, a total of 54 papers were issued and 50 valid answers were recovered. The statistics of students' choices are as follows.

Table 4 1 Survey of Students' Knowledge and Skills

Test 3: There are _ kinds of substances that may come into contact with benzene in our life, and their possible effects on us. Are there any reasonable suggestions to reduce the impact? 73% students don't know the substance containing benzene. The main substance/moral education summary/moral education summary contains glue and detergent, but we know from the conversation that it was found in a book, not what we knew before. But we know that benzene is a toxic substance, which is harmful to health. Suggestions are as follows: use less benzene-containing substances and find substitutes for benzene. It can be seen that students' understanding of benzene, a chemical raw material, is still insufficient.

Test 3: There are _ kinds of substances that may come into contact with benzene in our lives, and their effects on our lives. Are there any reasonable suggestions to reduce the impact?

For this problem, 73% of students don't know the substance containing benzene. The main substances they talked about were glue and detergent, but they knew through conversation that they found them in books, not what they had known before. But we know that benzene is a toxic substance, which is harmful to health. Suggestions are as follows: use less benzene-containing substances and find substitutes for benzene. It can be seen that students' understanding of benzene as a chemical raw material is not enough.

Overview of process and method

Experiment 4: Because the atomic weight used by Faraday at that time was different from that used now, and the standard at that time was C=6 and H= 1, Faraday thought that the experimental formula of this compound was CZH. If Faraday can adopt the current atomic weight standard C-2 12 and H= 1, it is certain that the experimental formula of this compound is CH. Therefore, he could not further infer that the molecular formula of organic matter was C6H6. Some people say, "Faraday thinks that the experimental molecular formula of benzene is" CZH "and has not reached a correct conclusion, so Faraday has made no contribution to the final determination of the chemical formula of benzene." Do you agree with this view? Please talk about your opinion. None of the 50 students agreed. The reason for this is the following：

A Faraday, after all, created benzene for later generations, and his ideas are also known to later generations. Without his research,

As a result, there may be no current benzene molecular formula. Although it didn't succeed, it gave a good enlightenment to future generations: everything was discovered in the continuous exploration of /youeryuangzoojihua/ kindergarten work plan.

B. He also made efforts and sweat in the research process. His life is valuable because of science. Even sure enough, his spirit is worth learning.

Faraday was the first person interested in benzene. Without him, people might not have discovered benzene. although

Faraday's conclusion is far from the correct conclusion, but his way of thinking is worth learning and learning from later generations, which has laid a good foundation for future generations to further explore.

D. First of all, the statement itself is too absolute. Faraday thought that the experimental molecular formula of benzene was'℃ 2h' because at that time, the scientific community thought that the relative atomic mass of carbon was 6, and the hydrocarbon mass ratio of benzene he measured was completely correct, which also made a great contribution to the later determination of the molecular formula of benzene.

E. Although Faraday's result was wrong, he provided the correct method so as to draw the correct conclusion in the future.

Methods, and his mistakes are not caused by his own reasons, we can't completely deny them because of the final result, we should give a comprehensive and objective evaluation, and apply a historical and developmental perspective to treat the problem dialectically. It can be seen that students can still correctly evaluate some things.

Test 5: combine the exploration of benzene structure with chemical history, and the teacher directly gives the structure of benzene. Which way do you think is more beneficial to your study? Can you give your reasons?

4. 1.2 Students' survey of two learning methods

Test 6: Do you think the book knowledge is unchanged through the study of this lesson/lecture? Please state your reasons. All the students think it will change, but the reasons are different.

A. of course it will change. With the development of society and the progress of science and technology, the level of human understanding of objective things is also improving. If the future is unpredictable, we might as well look back at history. The ancients once thought their theory was correct, but today they can completely prove some of them wrong. The ancients are like our future to us. Therefore, our science also

Not necessarily absolutely correct.

B. Just as people understand the structure of benzene bit by bit, the hypothesis is constantly updated. At present, people's understanding of the special bond of benzene is not deep enough and needs to be studied.

C. the knowledge in books is dead, but people's thinking is alive. With active thinking, there will be a steady stream of scientific inspiration. Therefore, it is only a matter of time before new knowledge replaces old ideas.

D. Truth always develops in critical inheritance, and we should learn to critically inherit. The understanding of truth always comes from the comparison and struggle with falsehood. Only by analyzing predecessors' mistakes, drawing lessons from experience and putting forward valuable questions can we get a correct understanding from fallacies and make progress. Through the students' answers, we can know that through the exploration of benzene structure, students know the wrong statement of/technical school work summary/technical work summary, and also understand the deep meaning of this scientific method: people's understanding of things is gradually deepening.

Investigation on Emotional Attitude and Values

Test 7: Some people think that Kekule's discovery is purely coincidental, because God gave him a "wonderful" dream. what do you think? Everyone thinks this is not a coincidence, but for different reasons:

A. There are more or less coincidences in every scientific achievement, but behind these coincidences, wise people think day and night. "The Enlightenment of Dreams" is a special prize given to him by "God" for giving up the spirit of science!

B: I don't think it's a coincidence. If you don't study hard at ordinary times, just wait for him and enjoy success, this dream will not inspire him, because "how can you see the rainbow without experiencing wind and rain?" No one can succeed casually. " You can only dream at night if you think about it every day.

C. Without a lot of experimental exploration, a lot of experimental verification and a lot of thinking and exploration, it is impossible to make scientific discoveries only by dreams, and "dreams" will not be realized!

D. Because he has extremely rich imagination and extensive knowledge, plus his persistent pursuit, devoted research and fascination with the structure of benzene, he can "dream". After a long period of preparation and rigorous logical thinking, when there was no doubt, the result of the dream was dramatically broken.

Test 8: The gains of this lesson are as follows:

A. I learned about the discovery process, structure and properties of benzene, and met several scientists.

B. I have a deeper understanding of the origin of scientific knowledge, experienced the difficult process of discovering benzene, and learned to innovate and dare to explore in my later life.

C. know how to explore things and treat things with a rigorous attitude.

Test 9: What do you want to know about Ben? Arrange according to the distribution of people.

A. What is the use of benzene and how to make good use of it;

B. What is the poison, how to detoxify it, and how much influence it has on people C. How is benzene extracted?

D. What other substances can benzene react with to produce more exotic and useful substances? E can benzene be used in space flight?

It can be seen that students are active in thinking and interested in benzene.

(3) interview content:

A discussion teachers all appreciate this teaching mode, and think that the teaching mode of combining scientific inquiry with chemical history is novel, which changes our conventional teaching mode and avoids boring knowledge introduction, especially in the context of the new curriculum reform, which has a greater impact on students' scientific process and methods, emotional attitudes and values than conventional teaching.

B. Class introduction is more traditional and not novel. Learning the content of benzene by inquiry is time-consuming, so it is better to divide it into two classes or use continuous classes to solve the time problem.

C. Teachers don't agree on whether the experiment is a demonstration or a group of students. Students can experience the process of knowledge acquisition more personally, but benzene is toxic and volatile. D. the inquiry is not deep enough, and students are not allowed to explore freely.

(C) Based on historical facts, the reflection and improvement of chemistry "benzene" inquiry teaching.

(1) Advantages:

A. The questionnaire really shows that this inquiry-based teaching has an impact on students' scientific process and methods, as well as their emotional attitudes and values, and the teachers attending the class feel the same way. Moreover, students gain more knowledge and have a comprehensive understanding of the structure and properties of benzene. This teaching mode of scientific inquiry combined with chemical history has changed our conventional teaching mode and avoided boring knowledge introduction.

B/gonghuigongzuogjie/summary of half a year's work. Students' scientific thinking has been trained, so that students can understand the substance "benzene" from the outside to the inside, and experience the discovery process of benzene step by step like scientists.

(2) Shortcomings and improvements:

A. According to the survey, 73% of the students don't know about benzene-containing substances, their uses and hazards, so in the next teaching, let the students inquire about the related uses and hazards online, so that they can feel the charm of chemistry and treat them dialectically.

Toxicity also stimulated students' thirst for knowledge of benzene.

B. If you want to have a complete knowledge of benzene, you need to let students experience the discovery process of benzene, and there is not enough time. In order to solve the problem of time, we decided to finish this teaching in two classes, and the chemical properties were deleted in the second class, so that students could only understand the physical properties of benzene and explore its structure.

C. students are not completely allowed to explore, so the exploration is not deep enough. The next teaching focus is to explore the structure of benzene and cultivate students' scientific methods and spirit.

D some processes, such as the water solubility of benzene, verification and sniffing, and the experiment of potassium permanganate, should not be arranged by teachers, but should be designed and operated by students themselves. Therefore, in the next teaching, the demonstration experiment will be changed to group experiment, so that students can better experience the scientific method and inquiry process. E. In after-class exercises, it is found that students often write "benzene" as "stupid", so students should be helped to distinguish it in class and introduced by guessing in the second teaching.

evaluate

The design of investigation and study must include the following steps (1), so as to define the research purpose and select the research object.

(2) Choosing research methods and design methods; (3) Determine the research variables and observation indicators; (4) Selecting research tools and materials; (5) Formulating research procedures and choosing research environment; (6) Consider the methods of data sorting, analysis and statistics. And put forward the following requirements, from the perspective of improving the reliability and validity of the research, select the research object, variables, methods and formulate research procedures. In the above-mentioned thesis, the author launched a research on the influence of inquiry teaching based on chemical historical facts on the development of students' scientific literacy, and studied the freshmen of grade 8, 9 and 10 in Baicheng Railway No.1 Middle School, Jilin Province. By using the methods of action research, investigation and literature reading, this paper analyzes the influence of inquiry teaching based on chemical historical facts on the development of students' scientific literacy through student questionnaires and teacher interviews. Get the conclusion that it is close to the goal. In a word, this study is logical, the method is operable, and the data obtained are concrete, comprehensive and convincing. However, the method is still complicated and needs to be improved.