A Study On The Exploration Of Misconceptions And Concept Transformation In High School Chemistry

In the 14 th Five-Year Plan period,China will improve the academic level examinations for junior and senior secondary schools,including mathematics,chemistry and other subjects,so as to cultivate the innovative scientific talented person needed to build a modern socialist mode of production.The subject of chemistry is not only conducive to the development of students’ scientific and creative abilities,but also has a profound impact on the promotion of social construction and development.Misconceptions are non-essential or erroneous perceptions that are different from scientific concepts that students may have before learning chemistry.In this paper,I have chosen the section on ’Ionisation of Electrolytes’,which is one of the most important point in chemistry,following on from the link between junior and senior high school,and laying the foundations for subsequent ionic reactions and equilibria in aqueous solutions.A two-stage pre-test questionnaire was developed for the senior students and an interview protocol was completed with five teachers.The pre-test questionnaire was distributed to 112 senior students and interviews were conducted with five front-line chemistry teachers to analyse the students’ myths and the reasons for their formation at this stage,as well as the methods that the teachers used to solve the myths in their teaching.Based on the students’ learning situation,the teaching design was modified by selecting an appropriate concept-shifting teaching method.The teaching process was based on cooperative learning,with students working in small groups to conduct experimental investigations and discussions,draw concept maps,and intersperse exercises to enhance the mastery of knowledge points.Teaching exercise were conducted separately in the experimental and comparison classes,and then post-test questionnaires were distributed to the two classes one week later.After the questionnaires were collected,the post-test questionnaires for the experimental class and the post-test for the experimental-comparison class were tested for differences and it was concluded that the conceptual shift teaching design implemented achieved more effective results and there were important distinction in the performance of the two classes,and the experimental class performed dramatically better than the comparison class.The study thus provides ideas to help frontline chemistry teachers to count chemistry myths and implement concept shifts before teaching new lessons,i.e.to conduct pre-test surveys before learning based on students’ existing learning base and pre-reading before class,to analyse the relevant chemistry myths and use this as an opportunity to choose an appropriate teaching method for concept shifts.It helps to promote the level of cognitive development of students,exercises the ability to think logically about abstract chemical concepts,and moreover develops students’ core chemical literacy while completing the conceptual transformation.It also places greater demands on teachers,who need to develop their own vocational knowledge and skills,pay attention to the differences between students and be able to teach them according to their needs.However,due to the limit of time and other study conditions,as well as the limitations of my own ability,the study is not deep enough and there are still shortcomings,in other words,there are fewer research variables selected and fewer follow-up surveys.In the process of actualization teaching and learning,we will continue to deepen the degree of integration between the high school chemistry curriculum standards and teaching materials,and closely integrate the teaching of chemistry concepts with the core literacy of chemistry to promote students’ understanding and mastery of chemistry concepts.