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首页> 外文会议>National Seminar on Chemistry >The Validity of Teaching Materials Oriented to Argument-Driven-Inquiry Model to Train Students' Science Literacy
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The Validity of Teaching Materials Oriented to Argument-Driven-Inquiry Model to Train Students' Science Literacy

机译：教学资料对争论驱动查询模型的有效性，以培养学生的科学素养

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Research related to the development of teaching materials using the Argument-Driven-Inquiry model to train Students' Science Literacy which seems not to have been done. Therefore, the purpose of this study is to produce a valid teaching materials. The developed teaching materials focused on the buffer solution matter. Teaching materials developed include lesson plan, student book, student worksheets, and science literacy tests. The Argument-Driven-Inquiry model referred to in developing teaching materials has eight steps, namely task identification; data collection and analysis; production of tentative arguments; argumentation session; compiling reports; double-blind group peer review; revised report; and explicit and reflective discussion. The science literacy trained in this study consists of six indicators. The study design used referred to the 4D Model. Data were obtained from the results of the experts' validation using a validation instrument and were subsequently analyzed using a Likert scale. Based on the assessment of experts, the materials developed have a very valid and reliable category. Thus, the materials can be ready to be used in learning with minor revision.
机译：研究与教学材料开发使用论证驱动查询模型培养学生的科学素养，似乎不过。因此，本研究的目的是生产有效的教材。开发的教学材料集中在缓冲溶液物质上。教材制定包括课程计划，学生簿，学生工作表和科学扫盲测试。开发教材中提到的参数驱动查询模型具有八个步骤，即任务识别;数据收集和分析;生产暂定争论;论证会议;编译报告;双盲群同行评审;修订报告;并明确和反思讨论。本研究培训的科学素养由六个指标组成。使用的研究设计使用了4D模型。使用验证仪器从专家验证的结果获得数据，随后使用李克特量表进行分析。根据专家评估，制定的材料具有非常有效和可靠的类别。因此，材料可以准备好用于学习轻微修改。

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