Presentation of Scientific Explanation and Scientific Argumentation in Senior High School Chemistry Textbook
BAI Yun1,2, DENG Yang1**
1. Institute of Chemical Education, Central China Normal University, Wuhan 430079, China; 2. Tianjin Municipal Educational Admission and Examinations Authority, Tianjin 300387, China
Abstract As important ways of scientific practice, scientific explanation and scientific argumentation are the keys to help students experience the process of solving relatively complex chemical problems and constructing chemical knowledge. Based on the analysis of the connotation and the relationship between scientific explanation and scientific argumentation, an analytical framework for the presentation of scientific explanation and scientific argumentation in senior high school chemistry textbooks was constructed, and some contents of textbooks published by People’s Education Press in different periods were analyzed. Through the research, the ways of constructing scientific explanation and scientific argumentation in senior high school chemistry textbooks were clarified, and the constructing characteristics were expounded from three dimensions of knowledge type, the explicitness and implicitness of discourse, and the openness of discourse. Accordingly, the implications related to senior high school chemistry textbook writing were clarified.
BAI Yun, DENG Yang. Presentation of Scientific Explanation and Scientific Argumentation in Senior High School Chemistry Textbook[J]. Chinese Journal of Chemical Education, 2024, 45(17): 14-21.
