| This dissertation bases on the theories of cognitive psychology and learning science, and focuses on the learning process of the chemical experiment skills. For this study, according to the surveys and interviews to high school teachers and students, a questionnaire was firstly designed to investigate what factors are responsible to the learning of the chemical experiment procedural knowledge. Then, 174 high school students are selected as subjects for the formal test, who come from two different high schools. They are required to do the questionnaire to show what factors are relative to the learning of the chemical experiment procedural knowledge. The analysis of the statistics shows that teacher's advise, students' cognitive structures, their cognitive abilities and emotions are four main ones.Based on this conclusion, experiments are designed to do some further research. Advance organizer, depth of processing, and spoken language guidance are controlled as independent variables to research their effects to the learning of the procedural knowledge's declarative form. Finally, some of students was selected and divided into groups according to marks they get in the test of the procedural knowledge's declarative form. They are needed to do the real chemical experiments operations in chemistry lab in order to study what relationship is between procedural knowledge's declarative form in their mind and operations in their hands in the real situation.The experiment study arrive at the following conclusions:(1)Compared to expositive organizer, comparative organizer can prompt to learn the procedural knowledge's declarative form (2) spoken language guidance can also be advantage to learn the procedural knowledge's declarative form. (3)deeper processing is helpful to the learning of the procedural knowledge's declarative form. (4)the declarative form of the procedural knowledge has a direct effect to the students real chemical experiment operation. |
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