| The misconception refers to the views that occur before or in the formal education and informal one,which is not consistent with scientific concept.The concept has bad influences on students’ understanding of scientific concept.A large number of studies show that misconceptions can be changed for better through the transformation during the teaching process.If we are not able to recognize the misconception on the teaching,there will be many misconceptions existing in the students’ minds.When the teacher can accurately read the students’ misconceptions,it will have a positive influence on classroom teaching.Dissolution is not only a common phenomenon in our daily life,but also one of the important concepts in science teaching.It is of great importance for the students of great nine to learn about the misconception after learning the Dissolution and the causes of that.This thesis will take students of great nine in Yuzhong LanZhou as subjects in the research.and the 2-phase dissolve test was used to learn about which misconception exists in their minds after learning the knowledge of “Unit 9 Solution”.Using self-developed two-stage dissolution tool concept test questions to the ninth grade PEP chemical ninth unit "solution" for the content knowledge to test what students learn about the dissolution of misconceptions related to the concept of knowledge existing around solution in mind.Then I will use interviews misconceptions on the part of students’ learning solutions unit and its causes still exist after the interviews.The results are as the following:Firstly,the main misconception students learning solution unit existing before: a clear understanding of solute species,most of whom are just based on life experience to judge whether the substance is soluble in water or not;saturated solution is not clear on the concept,as long as the solution in the presence of crystals on must be saturated solution;factors affecting gas solubility clear,in fact,is not recognized solute gas;the feature uniform solution,stability is not clear that the upper and lower as sweet as sugar,but also that the uneven distribution of sugar molecules misconceptions.Secondly,the vinegar itself is how liquid will dissolve in water;Just memorize the definition of saturated solution,such as the students thought that as long as the solution of crystal,it must be a saturated solution;The thinking of sugar molecules and water molecules in the water will be gravity,so the sink in the bottom,and so on.Thirdly,the causes of misconceptions that exists in the student’s minds after learning solutions are:(1)the impact of life experience(2)only focus on surface phenomena(3)only for linear reasoning(4)from a single aspect of the adjacent disciplines(5)The difference between the impact of the concept of everyday concepts and scientific concepts(6)misinterpretation of chemical terms.Finally,this paper reflects on the research methods,sample size and study process. |
