Based Handheld Technology High School Chemistry Education Mode (hbcim), And Its Study

This study mainly focused on how to incorporate informationtechnology into the current New Chemistry Curriculum more effectively,managing to construct the Handheld-Based Chemistry InstructionalModel (HBCIM) for high school students in China; meanwhile itinvestigated the relationship between HBCIM and traditionalinstructional models, chemistry learning, image, thinking, inquiryskills.According to the methods of Qualitative Construction of Models,the study in general was made up of four parts: (ⅰ) selecting models,based on literature review, comprehensive analysis of high schoolchemistry textbook and then the determination of teaching objectives,the author conducted relevant research and teaching in two high schoolsof Guangzhou, three examples being selected for the pilot study; (ⅱ)constructing models, After analyzing the three examples in depth,HBCIM, consisting of two sub-models ("6S" & "10C") and expressed byseveral key words came to birth; (ⅲ) using models, the author tried toapply HBCIM to chemistry instruction for the experimental groupstudents, while the control group students are taught by traditionalinstructional models, but all the students in two groups were learningthe same chemistry contents "Equilibrium of Ions in aqueous solution";and (ⅳ) evaluating models, relevant scales and questionnaires wereselected or created for investigating high school chemistry teachers andstudents' attitudes towards HBCIM, and the effects HBCIM brought onstudents' performance, interest of chemistry learning, understanding ofchemistry concepts, meta-cognition abilities and graphic skills werepre- and post-tested.The essential research methods involved in this study were questionnaire survey (with scales and open-ended questionnaire),interview (i.e. semi-structured interview & individual interview), verbalprotocol, and observation (i.e. participant observation & non-structuredobservation); correlation analysis, factor analysis, and cluster analysis.The contribution of this study could be summarized as follows: (ⅰ)kept up with relevant research abroad and importantly investigate theconstruction of chemistry instructional models which few externalstudies concentrate on; (ⅱ) extended the width and depth of existingrelated research about the integration of information technology andcurriculum in the view of theory and practice, making "do science"feasible and controllable; (ⅲ) applied handheld technology tochemistry classroom instruction the first time, using quantitativetechniques other than qualitative ones to teach chemistry; (ⅳ) treatedhandheld technology as cognitive tools, not merely inquiry tools fordeveloping students' understanding of chemistry concepts during theirlearning activities; (ⅴ) investigated high school chemistry teachers' andstudents' attitudes towards HBCIM and the advantages of handheldtechnology for enhancing students' interest of learning chemistry,understanding of chemistry concepts and meta-cognition throughrelevant quantitative and qualitative data; and (ⅵ) comprehensivelyapply multiple research methods, including some advanced statisticmethods.