Research On The Influence Of Scientists' Thought On Students' Model Cognition

With the advancement of the new round of curriculum reform,chemistry core literacy has become a hotspot of research,and the "General High School Chemistry Curriculum Standards"(2017 edition)clearly states that "evidence-based reasoning and model cognition" is an important part of chemistry core literacy,and it is the subject ideas and methods that students must master.From the literature review,it is found that domestic and international research on the history of chemistry mainly focuses on the teaching value,teaching methods and content of teaching materials.The flourishing development of various chemical power sources is the crystallization of the thoughts of many scientists,and the scientific method and scientist spirit contained in the thoughts of scientists is a good contextual material for the development of students' core literacy.This study explores the ideas of scientists embedded in the history of the primary battery,and incorporates the scientists' spirit of good observation and thinking,courageous hands-on experimentation,truth-seeking and practicality,and diligent linking of theory to practice,as well as the scientific methods of experimental reasoning demonstrated in the process of investigation into the classroom for unit teaching design,while classifying the cognitive level of the primary battery model from low to high into recognition and expression,explanation and prediction,and construction.and migration,and a paper-and-pencil test was developed to test the influence of scientists' ideas on the cognitive development of students' models.The results showed that: the ideas of scientists can be effectively integrated with the primary battery content,and the integration of scientists' ideas into electrochemistry teaching can effectively develop students' model cognition level;there are significant differences in the primary battery model cognition level among students of different academic levels;there are no significant differences in the primary battery model cognition level among students of different genders.