Research On The Transformation Of High School Chemistry Myths And Concepts Based On The 5E Teaching Model

Chemical concept learning is the basis of chemical knowledge learning and an important part of chemical education and teaching.Due to the difference between students’ scientific understanding level and existing experience,misconceptions are often formed in learning chemical concepts,resulting in errors in students’ understanding of scientific concepts and affecting the learning of subsequent contents.Therefore,it is very important to transform misconceptions into scientific concepts.Around 1970,Posner G J and others first put forward the concept transformation model and began the research work of concept transformation.Based on Posner’s concept transformation model,educators have carried out systematic research on promoting concept transformation,designed various methods,and introduced new teaching models and teaching strategies into concept transformation teaching.Based on the 5E Teaching mode,starting with the first volume of chemistry compulsory,this paper analyzes the concept of high school chemistry myth,and deeply studies the transformation of students’ myth concept based on the 5E Teaching mode.Firstly,based on a large number of references,this paper summarizes the basic concepts involved,such as myth concept,scientific concept and concept transformation,and discusses that 5E Teaching mode can promote the transformation of myth concept from constructivism theory,Piaget’s cognitive development theory and humanistic theory.At the same time,it is compared with the traditional mode to explain the advantages of 5E Teaching Mode and the universality of 5E Teaching Mode in senior one chemistry teaching content.Secondly,a questionnaire was used to investigate the current situation of senior one students’ chemical myth concept,and 648 senior one students and chemistry teachers in the internship school were selected as the survey objects.Through data statistics and analysis,it is concluded that senior one students have more misconceptions in the three sections of "redox reaction","amount of substance" and "chemical bond",which are mainly attributed to the negative transfer of similar concepts,the influence of students’ pre concepts,students’ own factors and the influence of teachers’ teaching.Based on this,this paper puts forward the teaching implementation principles and Strategies of high school chemistry myth concept transformation under the 5E Teaching mode,including the principle of students’ main body and teachers’ leading;The principle of scientific inquiry and problem center;Three principles of flexible application and practical application,as well as specific application strategies for each link.Finally,using the above principles and strategies,the teaching design of "redox reaction","amount of substance" and "chemical bond" is carried out,and the two parallel classes with the closest monthly test scores are selected as the experimental class and the control class to carry out practical teaching.The results show that the 5E Teaching mode can effectively change students’ misconceptions,Through the investigation of students’ classroom learning feelings and experience of 5E Teaching mode,it is found that students are willing to accept and invest in classroom learning,which proves that 5E Teaching mode is feasible and effective in the teaching of myth concept transformation.At the same time,according to the implementation experience,this paper puts forward some suggestions on using 5E Teaching Mode to carry out chemistry myth concept transformation teaching in senior high school.I hope to provide some reference for teachers to change the misconceptions in students’ minds in chemistry.