Research On The Investigation About "Electrolyte" Conception Alternative Frameworks Of Middle School Students

Students’scientific concepts learning and deep understanding is the basics for cultivating theability of thinking, also is the vital aspect of developing scientific literacy. However, majority ofstudies found that students will inevitably form some special ideas in mind that is inconsistent ofscientific concepts in the course of studying scientific concept, called“alternative frameworks”.It always hinders students’deep understanding and the abilities of solving the problems. Inpractice found that students had various alternative frameworks about“Electrolyte”concepts,which has the profound influence for student to learn and apply knowledge about ion, ionizationbalance, as so as hydrolysis of salts. Should teachers know students’alternative framework andadopt appropriate teaching stratagies, can they promote students learning and developments.Based on the review of the terminologies and results at home and abroad, this study putforward the levels of“electrolyte”knowledge developments through analyzes its teaching values.Then compile diagnostic tool about“electrolyte”knowledge which is administered to differentgrades students. The datas are analyzed and handled using Rasch Model, show that the studentsalternative framework displayed by the diversity and particularity. Next according to SOLOclassification criteria, summarize different types of alternative framework and its characteristics.Last put forward“electrolyte”knowledge teaching suggestionsThe thesis consists of nine parts, the main contents are as follows:The first part, clarifies the reason for selecting this thesis.The second part, summarized domestic and abroad research about alternative conception.Consist of current research field, the consensus and the trend of development, then through theanalysis of domestic research problem to find the research breakthrough.The third part, put forward the purpose and task of research.The fourth part, use constructivism、Popper’s theory of "Three Worlds" and the concept oflearning theory as the main theories basis of research respectively.The fifth part, formed theory framework: defining the meaning of alternative frameworks, analyzing the“electrolyte”knowledge value of teaching, and constructing "electrolyte"knowledge development levels.The sixth part, displayed mainly practical exploration work and results analysis. Includesdesign the exploration tool, administer the survey and analysis statistical of the results. Evidencepresented that alternative frameworks has different forms the development level of "electrolyte"knowledge.The seventh part, according to the SOLO classification criteria ,the middle school students"electrolyte" conceptual framework were typed, and the causes of the different alternativeframeworks were analyzed.The eighth part: the conclusion of the study and suggestions for teaching. The results showthat students’ alternative frameworks are diverse and the causes of differences. On this basis, putforward" electrolyte" knowledge related to teaching suggestions.The ninth part is the problem to be resolved in the next work.From the perspective of student’s conceptual development, this paper studied the alternativeframework changes, and empirical research about the causes of students alternative frameworkwere done from the learners, teachers, textbooks.