The Research Of Misconception's Seek And Change Strategy For High School Students

Chemical concept is conceptual knowledge abstracted from chemical phenomenon and chemical fact by methods of comparison, induction as well as analyse. It is a superior thinking pattern being stripped of appearance, reflecting the essence of chemical phenomenon and fact, thus serves as cornerstone for the chemical knowledge system. The concept of Material structure is formed by further abstracting on the basis of material and its composition. It discloses material composition and structure on the microscopic level, and possesses characteristics of Micro and abstractness. Misconception is opposite to Science conception and defined as cognitions or thoughts from an individual which are discrepant from science conception. Investigating chemical misconception, analyzing mechanisms and causes underlying misconception formation, establishing mechanisms for misconception transformation, and finally formulating educational strategies targeting at formation and transformation of misconception are important components of theory and practice researches as well as urgent problems to be solved in chemical teaching. In addition, it is also indispensably needed for developing students'chemical literacy.Our study adopted methods of literature review, questionnaire survey and field interview, which have been established worldwide as efficient approaches for misconception investigation. Moreover, by 1) taking'advantage of the Two-tier diagnostic tool used by Professor Wanju Huang from Taiwan National Tsinghua University in diagnosing misconception,2) referring to questionnaire used by Professor Lei Wang from Beijing Normal University in assessment of students' Chemistry pre-conception, and 3) according to requirement of Curriculum Standard for content and aim of Material structure, we designed the Evaluation and Causes of Misconception in High School Students Questionnaire. Four hundred students from 5 high schools in Yanbian Korean Autonomous Prefecture were enrolled in the study. After questionnaire survey, the returned effective data were analyzed with Microsoft Office Excel software. Then 10 Chemistry teachers and 25 students were randomly selected to participate in an unstructured interview survey. Our study showed the status quo of misconception on Material structure are as following:Misconception on Material structure is very common in students with an average rate of 16.1%;Forty two misconceptions on Material structure distributting in 8 aspects were found in students.Based on our results and taking domestic and international research findings and related theories into account, we analyzed the causes of misconception and drew conclusions:Internal factors influencing students getting misconception: study interests and study habits;External factors influencing students getting misconception:characters in the textbook, diagrams and figures in the textbook, teacher's wording, other disciplinary knowledge, sense impression left by natural phenomena, daily expression, and information provided by public media;Factors influencing degree for misconception formation sorted by intensity (from strong to weak) is:sense impression left by natural phenomena, teacher's wording, characters in the textbook, diagrams and figures in the textbook, study interests and study habits, other disciplinary knowledge, information provided by public media, and daily expression.According to theories of concept formation and misconception transformation, we developed 2 strategies aiming at influencing factors for misconception formation:Strategies for formation of chemical concept:Establishing teaching pattern for formation of chemical concept; Paying close attention to characteristics of students'thinking development and teaching them in accordance of their aptitudes; Employing teaching strategies aiming at concept formation; Improving teacher's chemical literacy; Strategies for transformation of misconception: Adopting teaching strategies in favor of misconception transformation; Advising textbook editing; Developing an environment beneficial to misconception transformation; Inducing students'cognitive conflicts; Completing students' cognitive structure; Cultivating students'non-intelligence quality.