Investigation On Cognitive Impairment Of "Electrolytic Cell" Among High School Students In County Region

Cognitive impairment refers to difficulties in the application of knowledge in a normal learning environment for students with normal intelligence at different cognitive levels of learning outcomes,which can usually be eliminated through instructional activities.Electrolysis theory is closely related to the knowledge of elemental compounds,redox reactions,and ionic reactions,and is one of the eight core concepts of electrolytic chemistry.However,cognitive impairment is one of the most common barriers to learning in the“electrolytic cell”.Cognitive impairment is an important reason for students’ learning difficulties,and it affects the construction of students’ knowledge network and the development of their thinking.Based on the above background,three main questions were addressed in the study:First,what is the degree and manifestation of “electrolytic pool” cognitive impairment among high school students in the county?Second,what are the differences in cognitive impairment in the “electrolytic pool” of high school students in the second and third years of high school in the county?Third,what are the factors influencing the cognitive impairment of the electrolytic cell in high school students in the county?Based on the research literature,the cognitive impairment of “electrolytic pool” was classified into three dimensions: verbal information,intellectual skills and cognitive strategies,based on Gagne’s cognitive domain learning outcome classification theory and Bloom’s cognitive process education goal classification theory.The six secondary dimensions were identified by combining the specific knowledge content of “electrolytic cell” in the “General High School Chemistry Curriculum Standards(2017 Edition,Revision 2020)” and the classification of learning strategies by Mckeachie et al.The questions for the questionnaire were determined by interviewing sophomore students,senior students,and front-line teachers.Then,we developed the questionnaire on the perceived barriers of “electrolysis pool” for high school students in the county.A three-stage questionnaire was used to investigate the degree,performance and factors influencing the cognitive impairment of the “electrolytic pool” of 219 students in the second and third years of high school.The study concluded the following:(1)County high school students had different levels of cognitive impairment in the three first-level dimensions of verbal information,intellectual skills,and cognitive strategies,which were mild,moderate,and more severe,respectively,in accordance with Gagne’s cognitive domain learning outcome classification theory.Among the six secondary dimensions,the degree of cognitive impairment is a mild degree of having electrolytic cell concept description or expression impairment.The degree of cognitive impairment is moderate degree has electrolytic cell knowledge transfer application impairment,refinement strategy.The degree of cognitive impairment that is more severe has electrolytic cell working principle acquisition impairment,retelling strategy,and organization strategy.In the six different levels of cognitive processes,the degree of cognitive impairment gradually increases from the memory dimension to the creation dimension.The degree of cognitive impairment is mild with the memory dimension,the degree of cognitive impairment is mild with the comprehension and use dimension,the degree of cognitive impairment is moderate with the analysis and evaluation dimension,and the degree of cognitive impairment is severe with the creation dimension,in accordance with Bloom’s theory of classification of cognitive processes educational goals.(2)There are differences in the degree and performance of different dimensions of“electrolytic pool” cognitive impairment among sophomore and junior high school students in the county.In the verbal information dimension,the degree of cognitive impairment was mild in the sophomore class and moderate in the junior class.The mastery of the basics of the electrolytic cell,such as the details of the direction of electron movement,and the determination of the basic electrolysis substance types and electrolysis products,was lacking in the seniors compared to the sophomores.In the intellectual skills dimension,the level of cognitive impairment was at a high level for sophomores and at a medium level for seniors.In terms of linking old and new knowledge to solve electrolytic cell problems and the ability to transfer and apply electrolytic cell knowledge,seniors have a better grasp compared to sophomores.In the cognitive strategy dimension,the degree of cognitive impairment was at a severe level in the sophomore class and at a milder level in the junior class.Compared to sophomores,seniors use more review,reflection and induction in the learning process,think about problems from multiple perspectives,and can flexibly apply theory to solve practical problems.(3)Factors influencing the cognitive impairment of “electrolytic pool” of high school students in county high schools include internal and external factors.The internal factors are:vagueness or errors in existing knowledge and experience,poor access to information,and poor representation of chemical problems;the external factors are: the difficulty of the“electrolytic cell” knowledge itself,the teacher’s teaching methods,and the teacher’s own understanding of the subject.Based on the results of the study and the insights gained,we propose the following teaching strategies to reduce the cognitive impairment of electrolytic cell in high schools in the county: based on the student factors affecting the cognitive impairment of electrolytic cell in high schools,we adopt concept mapping teaching to guide students to establish the overall connection between knowledge;based on the knowledge factors affecting the cognitive impairment of electrolytic cell in high schools,we adopt model building teaching to reduce the cognitive impairment of electrolytic cell in high schools;based on the teacher factors affecting the cognitive impairment of electrolytic cell in high schools,we adopt various teaching methods to promote students’ understanding of electrolytic cell from multiple perspectives.