Middle School Students "chemical Reactions And Energy" The Study Of The Learning Process

Learning progressions, a new topic in the current international science education, are receiving widespread attention. They are hypothesized descriptions of the successively more sophisticated ways student thinking about an important domain of knowledge or practice develops as children learn about and investigate that domain over an appropriate span of time. In the paper, we choose "chemical reaction and energy" theme, which run through the chemistry in the secondary school. Our purpose aimed at identifying the learning progressions of a typical of the "chemical reaction and energy" of the students in the secondary school to provide a basis and reference for chemistry teaching.Firstly, we reviewed the literature of the learning progressions, introduced the theory of the conception, nature, composition, characteristics and validation of the learning progressions systematically, and elaborated the educational value of the learning progressions in detail.In the empirical study, on the basis of the analysis of a case of energy learning progressions, chemistry textbooks and the curriculum standards, we prepared the questionnaires and interviews, used qualitative and quantitative methods to investigate the students of different levels in some secondary school in Nanjing. By analyzing and summarizing the collected empirical data, at the conceptual level, according to the "overlapping theory" and the cognitive development of dynamic skill theory, we put forward the dynamic process model of overlapping waves of the students about chemical reactions and energy concept development; at the of students’cognitive and intellectual development level, we constructed the learning progressions of students’chemical reactions and energy. Based on test results, we put forward appropriate teaching suggestions of this part of the knowledge.