The Analysis Of Change In Chemical Misconception In Senior Middle School

Chemical conception always is the core of the chemistry teachingin the senior middle school, where the teachers consider it hard toteach and most of the students think it not easy to learn. Why is theresuch a predicament? Constructive Learning Theory maintains thatwhen the students are learning a concept, rather it is the result of whatthe students do with the result that new information they are attended.In other words, students are failed by life experience and teachingcontents, and this thought is inconsistent with scientific concepts, andthe thought is called “misconception”, one of the most importantfactors of senior middle school chemistry effective teaching. Therefore,the research of “misconception” and the effective change ofunderstanding “misconception” is of great significance and universalimportance.The traditional teaching in chemistry concept is the one based on“teaching-oriented” irrigation type of teaching method. It cannot fixthe deep-rooted misconception, let alone help build up the scientificone. That forces the students to learn by rote in order to face theexamination. Under such a circumstance, both the teachers andstudents are embarrassed, leading to a low teaching effect. So thisresearch tries to find out the current misconception among studentsand make efforts to change their concepts by adopting effectiveteaching strategies and designing corresponding tasks in teachingpractice. The research is orientated by Constructive Learning Theory andtake the senior middle school students as the research object, usingquestionnaire method combined with interviewing method. By theanalysis on three aspects of substance composition and structure,substance character and change as well as chemical calculations andchemical terms. This research reveals the misconception as anuniversal phenomenon and summarize the misconception accordingto the above three aspects, offering a direction for the followingteaching practice.This research not only aims to find out the existence ofmisconception in the senior middle school chemistry, but alsocontributes to establishing an effective teaching modal to change thephenomenon of misconception. The research puts forward threeeffective teaching strategies. Firstly, make the students activelytransform their misconception through creating context triggercognitive conflict in the chemical experiments or the attempt todescribe them. Secondly, promote the formation of the scientificconcepts through designing inquiry experiments. Thirdly, improve theircognitive structure through drawing conceptual graphs.