A Probe Into The "Misconception" And Its "Change" Of High School Students

Scientific concepts are the foundation of the scientific theoretical system and the cornerstone of the cognitive structure of students.Therefore,the development of any learning is inseparable from the understanding of concepts.Chemical concepts are the crystallization of chemical facts and the rational knowledge formed by chemical scholars from the perspective of chemical historical development through analogy analysis,inductive comparison,scientific abstraction and high generalization.It is the essential elaboration of chemical phenomena and the skeleton of the theoretical system of chemical discipline.At the same time,it is also the key for students to deeply grasp chemical knowledge and develop core literacy.Because scientific concepts are highly general and abstract,students are prone to misconception when understanding the core concepts of chemistry.Thermodynamics playing an important role in chemistry discipline,is one of the important and compulsory contents that students who choose the chemistry discipline.In this thesis the core concepts of thermochemistry are deeply analyzed and interpreted mainly from five perspectives: concept ontology content,concept text presentation,students,teachers and teaching.The concept definition in teaching materials is also discussed and considered.In addition to exploring students’ understanding of the core concepts of thermochemistry,some teachers’ understanding of the relevant content was also understood,and some teaching practice research was carried out on the content of thermochemistry,centering on the strategy of conceptual change.The results of concept analysis show that the content of thermochemistry is highly abstract and difficult to be deeply understood by learners.Meanwhile,the presentation of some concepts in the textbook needs to be improved.The results show that the students’ understanding of the concept of thermochemistry is generally a myth,and even some teachers’ understanding of related concepts is not deep enough,which needs to be improved.The practice results show that the teaching based on the core problems and conceptual change strategy can effectively improve students’ understanding of the core concepts of thermochemistry,to a certain extent,get rid of the myths,and also promote the improvement of students’ thinking ability.