Study On Chemical Representation Of "Macro - Micro - Symbol" Based On Chemical Experiment Environment

Chemical triple representation was brought forward by JohnstonProfessor of Science and Education Center of the University ofGlasgow, Scotland. After30years of development, triple representation hasgradually become one of the most influential and most creativethinkings. Gilbert and Treagust point out that triple representation hasbecome the theoretical basis of the chemical education research, guidingthe works of the chemistry teachers and the curriculum developer aroundthe world. Chemical triple representation is so important that chemistrylearning must think from macroscopic, microscopic and symbol levels.Currently, the research on the chemical representation of the thinkingability of college students use chemical representation of "thresholdlevels" are poorly understood. This study wants to master the use of thestatus of three freshmen level chemical representation capabilities ofmacro, micro and symbols, to understand the difference between gender andprofessional groups of students majoring in chemical representationthinking ability to use the method of questionnaire, to explore the useof chemical representation college affect the level of thinking ofstarting undergraduate academic development and student learning stylesaffect thinking ability to characterize the chemical.According to the characteristics of the study purpose and core issues,the author made a "chemical representation capability questionnaire1〃，"chemical representation capability questionnaire2" and "chemicalrepresentation learning style questionnaire" as a research tool in thisstudy. Measurement and recycling questionnaire within two weeks of collegefreshmen have been completed, in order to avoid the impact of undergraduatestudy on^starting level". By SPSS19.0software reliability and validityof the questionnaire data were analyzed and studied, and successfullyobtained conclusions, the default answer research questions. The results show that most students are able to understand and usea very good macro-level chemical representation; under proper guidance,most students are able to use chemical representation symbolic level.Unfortunately,86.3%of students understand and apply the micro-levelchemical representation and ability to carry out the conversion of therelevant thinking clearly insufficient.Meanwhile, the study found that although high school to learn a similarbackground, but majoring in chemistry class and chemistry teacherprofessional students thinking ability to use chemical representationthreshold levels generally better than other students P<0.05). Students’use of the chemical representation of differences in threshold levels ofthinking ability, and its subsequent undergraduate academic developmentalso has a significant impact on results (P<0.05), especially the abilityto use micro-level representation (P<0.01).Finally, exploring the thought processes influencing factors onchemical representation, we found students were tested up to macroscopicnumber of learning styles61.7%), learning styles symbolic second highestnumber of students (24.3%)，learning styles of students microscopic least(3.2%), not all students have a clear chemical representation of learningstyles, students were tested10.8%of the students belong to balancelearning styles. Notably, the student*s learning style to characterize thechemical representation of chemical thinking does exist a certainimpact, and the students’ thinking style of a tendency chemicalrepresentation of the species will be its ability to use chemicalrepresentation thinking positive impact.