Self-explanation Strategies On Changing Students' Chemical Balance Of The Misconceptions

Misconceptions means that students' opinions of an event or a phenomenon in a specific course are different from what is generally accepted by scientists. That is, students explain a scientific concept in a way partly of even hardly in accord with the textbook.The research of Misconceptions, which increasingly draws the attention of educators and teachers, has become a heated topic worldwide.Guided by the principles of constructivism, we made a survey among senior school students. Obviously it shows that Chemistry Balance of Misconceptions have been a common scene and die-hard among students. In order to help students avoid Misconceptions, we experimented with new teaching methods. Using for reference the Strategy of trans-conceptions proposed by scholars form Taiwan as well as the Westerncountries, we here put forward our practical strategy -Self-explanation, which isdemonstrated in class through Question Leading-in and Principle Prompting.Following the research, we did some analysis and comparison work. The results show as follow:a. Self-explanation works better than traditional methods in helping students form sound conception, as is shown in the experiment with the same task and within the same amount of time.b. Students improve a lot thanks to Question Leading-in and Principle Prompting.c. Slow students prefer Question Leading-in to Principle Prompting while top students consider both of them of the same effect.d. Concerning students' attitudes towards the two methods above, students are inclined to Question Leading-in. The difficulty rates of them are more or less the same. Question Leading-in group did a better job than the Principle Prompting group.