The Different Study Strategy To Transforms The Student Chemistry Misconceptions Research

Research Aim:In order to help students learn Chemistry more easily, and also to achieve a better effect on Zhejiang's new curriculum, this research has done further work based on the thesis "Effects of self-explanation Strategy on Students' Chemistry Trans-conceptions" done by Liu Ruidong. This research evaluate how top students and slow students grasp the knowledge of Chemistry from the two areas—narrative and procedural knowledge. This research tries to analyze the characteristics of Chemistry Misconceptions, and tries to explore the effects on changing students' Chemistry Misconceptions by using Self-explanation Strategy and Self-reflection Strategy.Research Methods:This research is an experimental research, it mainly employs documents, interviews, tests and questionnaires to achieve our goal.Research Results:a. For the amount of Misconceptions in narrative and procedural knowledge, there is a huge gap between top students and slow students.b. For the distribution of misconceptions, narrative misconceptions usually cluster on the Principle of Le Chatelier and Effective Collision. There is no clear differences for procedural misconceptions.c. The experiment on the strategies in solving problems shows that Top students tend to use more analytic strategies and analyze problems reasonably by using chemistry basic concepts and comparative thinking. And slow students focus more on the surface meaning, guessing or using chemistry concepts according to the problems' contextualization.d. Self-explanation strategies can help students improve concept understanding effectively. Self-reflection strategies can, to some degree, help students. But the result is not very obvious.