The Investigation On The Development Level And Influencing Factors Of Chemistry Learning Conceptions Of Freshmen In County Senior High School

The conceptions of chemistry learning refer to students’ views and understanding of learning objectives,learning methods and learning results in the process of learning chemistry.The first year of high school is the starting point of students’ high school study life,helping students form a positive conception of chemistry learning has become a top priority in the first stage of high school,through the study of chemistry learning conceptions,can promote the effective teaching of teachers,improve the quality of teaching,help students form a positive and correct conception of learning,improve learning efficiency.Studies have shown that the learning conceptions formed by students are affected by a variety of factors and are dependent on the field,that is,students will have different learning conceptions for different subjects,so this study focuses on the discipline of chemistry,and the main research questions are as follows:(1)What is the current situation of the development level of chemistry learning conceptions of senior high school students in the county?(2)What are the factors that affect the conception of chemistry learning among high school students?Based on the COLS scale,after two rounds of testing,the questionnaire "Survey on the Development Level of High School Students’ Chemistry Learning Conceptions" was revised,and the reliability analysis of the consistency of the questionnaire was carried out by using the Cronbach’s alpha,the model suitability test was carried out by the confirmatory factor analysis,and then the convergence validity and combination reliability tests were carried out,which proved that the questionnaire could effectively measure the development level of high school students’ chemistry learning conceptions.The questionnaire’s first-level dimensions include learning objectives,learning methods,and learning structures,while the second-level dimensions include testing,increase of knowledge,memorizing,calculating and practicing,applying,understanding,and seeing in a new way.Through the distribution of questionnaires,a survey of 360 high school students,a descriptive statistical analysis of the collected data using SPSS24.0,an independent sample T test for gender and intention to choose the test,and multiple comparative tests on academic level and love degree were carried out,and the following conclusions were drawn:(1)The county high school students have relatively good conceptions of chemistry learning,maintain a neutral attitude towards the low-level learning conception of learning by copying knowledge,and prefer the high-order learning conception of learning through the construction of knowledge.(2)There is a significant positive correlation between various dimensions of chemistry learning conceptions.(3)There are gender differences in the conception of chemistry learning,boys are more inclined to test learning conceptions,and girls tend to calculate and practice learning conceptions.(4)Students who intend to take chemistry are more inclined to test,calculate and practice,increase knowledge and applied learning conceptions,and students who do not intend to choose chemistry tend to memorize learning conceptions.(5)There are no significant differences in academic level in the conception of chemistry learning.(6)Students with high love for chemistry tend to test,increase knowledge,calculate and practice,apply,understand,and see in new ways learning conceptions,while students with low love for chemistry have no obvious tendency.Based on the research conclusions,in order to cultivate students’ correct conceptions of chemistry learning,the following suggestions are put forward for the teaching of chemistry teachers:(1)teachers establish a constructive conception of chemistry learning and attach importance to the penetration in teaching.(2)Enhance students’ interest and motivation to learn,and guide students to establish correct learning objectives.(3)Cultivate students’ advanced chemistry learning conceptions and help students master scientific learning methods.(4)Respect the differences in students’ conceptions of chemistry learning,and guide students to view learning results objectively.