Abstract Taking "primary battery" and its related concepts for example, this paper mainly investigated the influences of argumentation teaching on chemistry concepts learning of senior high school students. The subjects were 131 high school students, including the control group (n=64) and the experimental group (n=67).This paper tested the students' concept learning about primary battery before and after the implementation of the argumentation teaching. The test results showed that the students in the experimental group were significantly better than those in the control group, the argumentation teaching could significantly improve students' understanding of the concept of "primary battery", and most students held a positive attitude to argumentation teaching during implementation.
CHEN Ting, LUO Xiu-Ling. Influences of Argumentation Teaching on “Primary Battery” Learning of Senior High School Students[J]. Chinese Journal of Chemical Education, 2018, 39(7): 32-35.
