Study On Differences In The Characterization Of Information Recognition By Senior High School Students In Chemical Problem Representation

On the research basis of psychological problem representation theories, this paper puts forward that, in the chemical problem solving process, differences in information recognition is one of the important factors that have impact on problem representation.Through three experiments on chemical problem condition recognition, chemical problem categorization, and chemical problem resolution by steps, this research measured and analyzed three characteristic differences that high school students in different grades and of different academic levels demonstrated on chemical problem information recognition: width, depth, and complexity (Grade Three only). This research also explored the causes and contributing factors to the differences. A total of 349 subjects were selected, including 103 students from Grade One, 137 students from Grade Two, and 109 students from Grade Three. And students of the same grades are divided into three groups according to their academic levels.The research result showed that the knowledge structure (knowledge factor), academic levels (capability factor), and problem solving motivation (psychological factor) of the subjects (problems solvers) might all result in differences in problem information recognition; representation methods (external characteristic), deep structure (internal characteristic), and complexity degree of information interaction of representation object (problems) can also have impact to the subjects on proper recognition of problem information. The research found that all high school students showed certain differences in width and depth of chemical problem information recognition, with certain rules demonstrated; while obvious difference in complexity characteristic is found with Grade Three students of different academic levels.