Research On Children’s Learning Progress For Chemical Reaction

Learning progression has been a hot research trend in resent years in the United States, researchers pay more and more attention on it for its valueness on curriculum, testbook, instruction, accessment and many other study fields. The construction of the learning progression is the basis of potential researches and it will undergo a process from theory to empirical study as well as extended investigations. This research begins with the construction of learning progression for chemical reaction and chooses150students from senior1and senior2as subjects to initiate the study.The research will mainly resolve these problems as follows:1) How many aspects are there in chemical reaction in chemistry content system and what are they?2) How do children’s ways of understanding the contents of chemical reaction become successively more sophisticated since they began to study chemistry?3) What will the trends and patterns be like in students’learning of chemical reaction?4) What obstacles and problems will be there in students’successively more sophisticated ways of understanding the contents of chemical reaction?Literature method, questionare method and interviewing method have been adopted in the research while the Bond&Fox Facets, Excel and SPSS16.0aslo helped to resolve the problems above. Results indicated that:1) The contents of chemical reaction system can be devided into five aspacts reaction tendency, reaction mechanism, reaction rate, reaction limit and reaction characteristic.2) Students will experience a progress from perception stage to quality stage then to quantity stage, from macroscopic progress to microcosmic stage, while the last stage is function stage.3) The difficulties of the five aspects of chemical reaction were overlapped, the ascending order of average difficulty was from reaction mechanism, reaction characteristic, reaction tendency, reaction rate and reaction limit while there was significant difference between reaction tendency and reaction rate. Results also showed significant difference in students’latent abilities between different grades, students in grade2did better than that in grade1, students did better in reaction mechanism, reaction characteristic, reaction tendency items than in reaction rate and reaction limit itemsStudents will experience a dynamic overlapping progress from describe to quantitive denote, measure to calculate to judge, compare to explain to design when they operate the the five aspects of chemical reaction.4) The senior1students are between the perception and quantity stage, without getting enough contens about microcosmic natures, they couldn’t completely understand the nature of reaction rate and reaction limit and analyze the problems about them. The senior2students should schematize and integrate their knowledge about chemical reaction.