Research On The Application Of Conceptual Mapping Technology In The Diagnosis And Transformation Of Different Concepts Of Middle School Students

Constructivism holds that students construct new knowledge are on the basis of the existing knowledge experience. There is a big gap between students’ psychological structure and the discipline knowledge structure,it leads the chemistry concept difficult to teach and learn. Some of the ideas which exists in the mind of the student is consistent with the scientific concept, but others are contrary to scientific concept. The right concepts can promote the concept learning of the students, however, some wrong concepts will hinder.Consequently, the concept of teaching is to convert the alternative concepts into scientific concepts. Concept map is a kind of graph illustrated by the examples,which shows the links between different concepts in the form of a scientific proposition.the reason why the concept maps can be used to diagnose the alternative concepts of the students is that it can clearly describe the relationships between different concepts.It can also be used to promote concept change because of it can make the students meaningful learning when they draw a concept map.By the means of using concept map to diagnose the students’ alternative concepts and make them change into scientific one, it can effectively eliminate the gap between the students’ psychological structure and the discipline knowledge structure.After analysed the literature, We found that most previous research used questionnaires and multiple choice questions as test tools to diagnose the student’s knowledge structure. A little research has used concept map technology to diagnose the alternative concepts and make them change into scientific one.none is used in "electrolyte"concepts. This search the combination of concept map and concept change.In this paper, Firstly, we will use concept maps to diagnose the alternative concepts of the students about "electrolyte", and then we also use concept maps to promote the meaningful learning and conceptual change of the student.Finally, we made a qualitative analysis of it by using the theory of concept evaluation framework which was proposed by XIUFENG LIU in2004, and then we made a quantify analysis according to the concept map samples which are the concept, proposition, connection, cross connection, branch, examples to make sure wether the alternative concepts of the students had been changed.Sixty high school students from a middle school in Ping liang may Gan Su province were selected to do the study, the test is divided into twice, one is the pre-test and another is the post-test. A conceptual change instruction with concept mapping was arranged between them.In order to Avoid the memory effect,the post-test was done one moth later after the teaching.After we adopted the concept mapping texts of the students,we analyzed them Quantitatively from the quality of every conceptual map components,the score of the concept map as well as its components,the quality of the alternative concepts. We also analyzed them qualitatively form the view of ontological beliefs and epistemological beliefs.Such conclusion has been drawn from the test, First,the use of concept maps in the diagnosis of students is effective, although the students studied electrolytes concept has been a period of time, the students still exist a lot of alternative concepts about electrolyte in the minds.Second,it illustrates that the concept map is an organization and characterization tools in the knowledge structure of students and it can be effectively used in the diagnosis of alternative concepts about electrolyte concepts. Third, The concept map can promote students’ conceptual change and it is helpful to the elimination of the alternative concepts.