The Preliminary Study Of Exploration And Transformation Of The Misconception Conceptual System In The Amount Of Substance Of High School Chemistry

Misconception refers to the students who study before or in the process of learning with their ownobservation and experience, forming their understanding and cognition individually at last. However, thoseunderstanding and cognition perhaps are nonessential or even wrong, it’s also different from the scientificunderstanding and cognition. Owing to the universal existence of misconception in study, nearly everystudent may misunderstand to some extent. Therefore if the misconception in the minds of students can’tbe adjusted and conducted, the demerits and decline of study will turn up, and the further study andscientific qualities will also be affected.In order to make students a more solid grasp of knowledge and improve academic performance, wemust pay attention to the misconception that exist in the minds of students. However, due to the hidden andthe refractory features of misconception, misconception that exist in the minds of students is not easy tofind and change. Furthermore, Existing research in the misconception mostly focus on the misconceptionitself in the minds of students without adequate study on the transformation of misconception. So theresearch of how to effectively transform the misconception that exists in the minds of students is significant.The author attempts to find a very effective to change the misconception in the minds of students throughteaching practice.This dissertation first explores misconception in the amount of substance in middle school, then thestrategy “conceptual map——cooperative study——change training and self explanation” is used fortransformation of misconception in the minds of students. The thesis is divided into five parts:The first part about the introduction. The origin of this study explains some important concepts,describing the purpose and significance of the study, and including the overall design and planning.The second part relating to the existed research and theory. Introducing the features, forming causes,essence and the present research situation in our country and abroad. Moreover conceptual transformationmodel, the theoretical basis and teaching skills are also included.The third part referring to the exploration of the myth misconception in the amount of substance ofmiddle school chemistry concept system. First through questionnaires and interviews to understand theunderstanding of the chemistry teachers learn the conceptual system of the amount of substance, andmisconceptions through questionnaires and interviews probe students to learn the amount of substance inthe concept of system, while students’ misconceptions causes and misconceptions exist on chemistrylearning.The fourth part related to the transformation of misconception of the amount of substance inteaching practice. First, the analysis of learning content, learning situation, change strategy. Second, withthe” conceptual map——cooperative study——change training and self explanation” idea in teaching, thetransformation of misconception brings about in reality. Last, the result analysis comes from test,questionnaires and investigation.The fifth part concerning the conclusion and suggestions. Summed up the students’ misconceptionsexist in the amount of substance in the concept of system, summed up the causes and effectiveness of the experiment to generate these misconceptions. Made some suggestions to chemistry teachers andresearchers.This study found that: the “conceptual map——cooperative study——change training and selfexplanation”strategy can well change students’ misconceptions in the minds, solid foundation ofknowledge and improve students’ achievement. The author hopes that through this study not only will thechemistry teaching aided by misconception promote teaching, but also it help teachers realize the existenceof misconception and transform it with certain strategies.