Connotation,Types and Mechanism of Chemical Reasoning Argumentation
CHEN Xiao-Xiao1**, WANG Lei2,3
1. The Affiliated High School of South China Normal University,Guangzhou 510630,China; 2. National Research Institute for Teaching Materials for Chemistry at Primary and Secondary School,College of Chemistry,Beijing Normal Universtiy,Beijing 100875,China; 3. Faculty of Arts and Science,Beijing Normal University,Zhuhai 519087,China
National Research Council. Next generation science standards: for states,by states.Washington DC: National Academies Press,2013
[2]
National Research Council. A Framework for K-12 Science Education: Practices,Crosscutting Concepts,and Core Ideas. Washington: National Academies Press,2012
Toulmin S. The use of argument. Cambridge: Cambridge University Press,1958
[5]
McNeill K L. Middle school students’ use of appropriate and inappropriate evidence in writing scientific explanations. Thinking with data. New York: Lawrence Erlbaum Associates Publishers,2007: 233-265
[6]
Furtak E M,Hardy I,Beinbrech C. Educational Assessment,2010,15(3/4): 175-196
[7]
任红艳.教育研究与实验,2018(4):57-61
[8]
白云,邓阳.化学教育(中英文),2024,45(17):14-21
[9]
Schwarz C V,Passmore C,Reiser B J. Helping students make sense of the world using NEXT GENERATION SCIENCE AND ENGINEERING PRACTICES. Arlington: National Science Teachers Association Press,2017
[10]
毕华林,施观雪.课程·教材·教法,2024,44(11):134-140
[11]
Kuhn D,Modrek A S. Science & Education,2022,31(1): 21-31
[12]
Tang X,Levin D M,Chumbley A K,et al. Science Education,2022,106(2):285-311
[13]
Walker J P,Sampson V,Zimmerman C O. Journal of Chemical Education,2011,88(8):1048-1056
[14]
Russ R S.,Odden T O. Physical Review Physics Education Research,2017,13(2):1-14
[15]
陈潇潇,王磊.化学教学,2024(5):10-16
[16]
Furtak E M,Hardy I,Beinbrech C. Educational Assessment,2010,15(3/4):175-196
[17]
Manz E,Renga I P. Science Education,2017,101(4):584-615
[18]
Latour B.Science in action: how to follow scientists and engineers through society. Cambridge: Harvard University Press,1987
[19]
杨梅,莫尊理,张英,等.化学教育(中英文),2020,41(17):65-70
[20]
姜显光. 化学教学,2024(5):3-9
[21]
Tang K. International Journal of Science Education,2016,38(9):1415-1440
[22]
周建武. 科学推理:逻辑与科学思维方法. 北京:化学工业出版社,2017:19,36-52
[23]
Lawson A. International Journal of Science Education,2003,25(11):1387-1408
[24]
Moreira P,Marzabal A,Talanquer V. Chemistry Education Research and Practice,2019,20(1):120-131
[25]
Krist C,Schwarz C V,Reiser B J. Journal of the Learning Sciences,2019,28(2):160-205
[26]
Chen Y,Qiao X. International Journal of Science Education,2020,42(13):2145-2180
[27]
Urbanek M T,Moritz B,Moon A. Chemistry Education Research and Practice,2023,24(4):1142-1152
[28]
Puig B,Evagorou M. COVID-19: A context to promote critical thinking and argumentation in secondary and university students. Cham: Springer,2023
[29]
Manz E,Suárez E. Science Education,2018,102(4):771-795
