Research On The Big Ideas Of The "Redox Reaction" And Its Learning Progressions

In order to change the messy current scientific curriculum and improper linkage status quo, learning progressions has become an important topic in the field of education,both in China and abroad in the last decade. Carol Smith, as a member of "Elementary Education Phase Science Academic Achievement Evaluation Committee", submitted a report to the National Research Council (NRC), that learning progressions has been put forward formally in the field of science education for the first time in 2007, the NRC defined the learning progressions as "a way of thinking in which students learn and explore a subject in a time span". In the next ten years, learning progressions has been widely used in academia and it also plays an important role in the American education curriculum creation. This paper combs the research results at home and abroad and sums up that key concepts is the main content of teaching in learning progressions, which means that students have experienced numerous intermediate levels to master the framework of subject knowledge and develop the self-cognition. The key concepts refers to the scientific concept that has been proved in the backbone of the disciplinary structure . It integrates a number of key conceptual principles and theories to promote students' understanding of the subject knowledge and the level of self-awareness. The key concepts are also widely used to understand and solve the problems in actual living.The purpose of the research is to promote the teaching of teachers and the learning of student, as well as the development of curriculum and evaluation field, which takes the understanding of the key concepts as the breakthrough point and put the "redox reaction"as the core content theme to construct learning progressions based on the key concepts of the "redox reaction".The theoretical study of the research mainly analyzes the study of the key concepts and learning progressions in China and abroad to build the the theoretical framework based on key concepts of the "redox reaction". According to the requirements on the"redox reaction" of the new final examination's outline and curriculum standards , to sorted out the basic theories of the "redox reaction" and summarize the key concepts by the concept map, which is "oxygen deficiency", "valence", "oxidizing (reducibility)","electron conservation","primary cell (electrolytic cell)",and based on epistemology to deepen the understanding of the key concepts . In order to construct the learning progressions, the research refers to the Construct-Centered Design through the high school curriculum standards, the teaching material and numerous literature to analyze the goal of the key concepts that student should be achieved in each segment, then put forward the learning progressions of key concepts of the "redox reaction". Therefore, the"learning progressions of key concepts of high school chemistry" can be briefly considered "the distribution and specific presentation of the key concepts of chemistry in different segment."The empirical research is the core part of this paper , which explores the teaching scheme based on the key concepts of "redox reaction" whether can be applied to promote the teachers' teaching and the students' learning in practical teaching. This study assumes that the learning progressions based on the key concepts can be used in practical teaching to help teachers master learning,clarify learning goals,promote teachers' teaching, and improve students' achievement and cognitive level. A previous test in the two classes is adopted to investigate the learning of the key concepts of the "redox reaction", we found that students still have problems and obstacles in the key concepts of the "value" and"electronic conservation". Therefore, we build the learning progressions of the key concepts to apply to the experimental class, and use traditional teaching scheme in control class. Finally, the post-test is used to verify the effect.In the experimental results, the research uses SPSS statistics 19.0 software to analyze the two test results of the control class and the experimental class. It can be seen from the data that the average score of the experimental class in two tests has greater difference than the control class. Therefore, it can be explained that the author's design of the key concepts based on the "redox reaction" has a significant effect on improving both the teachers' and students' performance.This research is a study of the learning progressions about the key concepts of"redox reaction",and seeks to explore strategies that help teachers' teaching and student learning. the theoretical and empirical research are combined to conduct the topic, and finally he following four conclusions are obtained: (1) "redox reaction" is the key concepts in backbone of the subject structure in the middle school. (2) The learning progressions of the key concepts of "redox reaction" reflects the development path of the concept of students (3) The alternative frameworks is the important stage during the development of learning progressions of "redox reaction".(4) The learning progressions of the key concepts of "redox reaction" can effectively promote the quality of teaching.In this research, there are some shortcomings, such as: limited by the sample size and time,it's hard to make a long-term empirical research on the key concepts of learning progressions and provide more effective research to illustrate the effect of the learning progressions when they are applied to the practice.