The Diagnosis And Transformation Of The Concept Of Electrochemical Error In High School Students

Students cannot explain some observed phenomena exactly after learning concepts of science,and there are concept in their mind inconsistent with scientific concept,researchers called them misconceptions.Constructivism holds that students construct knowledge on the basis of their own knowledge and experience,and any error information in students’ knowledge and experience is not conducive to subsequent learning.Therefore,the misconception hinders the students’ learning.Based on those,the students’ misconceptions should be changed.In chemistry concept teaching,if teachers can clearly grasp students’ misconceptions,and take effective way of teaching,it will be great helpful for students to learn chemistry concepts.For this purpose,the author take 120 students in a middle school of Mianyang as the research object,in the form of questionnaires and interviews diagnosed the electrochemical misconceptions in the minds of students.On the basis of literature research,this study compiled the questionnaire of high school students’ misconceptions in electrochemistry and designed the interview outline.Considering the students of different levels exist different understanding of the knowledge,the research object will be divided into three levels,this paper will discuss the types and characteristics of misconception in the minds of students at different levels.In order to facilitate teachers to make appropriate teaching strategies for students at all levels and to teach them according to their aptitude.Through the survey,we can find that there are different degrees of misconceptions in the "primary battery" and "cell" and other aspects in students’ minds.For example:some students think that live metal as negative in the original battery,some believe that the two electrode materials of primary battery in activity must be different,and that the effect of salt bridge primary battery is allowed ions in and out of two half cell and so on all sorts of mistakes.This paper have summarized some common electrochemistry misconceptions of the students,on this basis,analyzed the causes of typical misconceptions.Mainly includes the following several reasons:the students’ knowledge base is weak;influenced by there life experience and cognitive level;influencbed by teachers and teaching materials.Finally,on the basis of existing researches,and combined with the concept characteristics of electrochemical part in this study,we put forward the corresponding teaching suggestions,and according to these strategies we have designed the teaching plan of electrochemical parts,the research object is still the first diagnosis of 120 students of two classes,one is the control class,the other is the experimental class,teaching with the instructional design in the experimental class.The results show that when teachers use effective strategies in teaching of electrochemical are helpful for students’ to change misconceptions.