Analysis and Enlightenment of “Ion Reaction” Teaching Case from the Perspective of Evidential Reasoning
YANG Mei1, MO Zun-Li2**, ZHANG Ying1, WANG Pei1
1. College of Education, Northwest Normal University, Lanzhou 730070, China;
2. College of Chemistry and Chemical Engineering, Northwest Normal University, Lanzhou 730070, China
Abstract Evidence reasoning is a deep thinking process in which students draw the target concept (new judgment) based on one or several learning materials (known judgments) provided by the teacher, students’ experience and problems. This study constructed the evidence linear process models and cyclic process models that takes “problems, explanations, assumptions, evidence, reasoning, conclusions” as the elements and their relationships by combing and defining the concepts, types of evidence, evidence reasoning process and core elements of evidence reasoning in experimental inquiry teaching. Moreover, this paper uses this analytical perspective and framework to analyze the process of evidence reasoning in the teaching of “ion reaction”, and drew inspiration and suggestions to cultivate students’ evidence reasoning ability based on the six elements of evidence reasoning. To achieve the evidence reasoning process the manifestation of the basic thinking methods in the implementation of the core literacy of the chemistry discipline that implements evidence reasoning and model cognition also provides core reasoning ideas and teaching suggestions for future teaching practice.
YANG Mei, MO Zun-Li, ZHANG Ying, WANG Pei. Analysis and Enlightenment of “Ion Reaction” Teaching Case from the Perspective of Evidential Reasoning[J]. Chinese Journal of Chemical Education, 2020, 41(17): 60-65.
