High School Instructional Design Research And Practice Under The Guidance Of The Theory Of Conceptual Change

The teaching of chemistry concepts in chemistry teaching occupies a very importantposition. However, before learning science, students already have some vague or evenwrong understandings.These understandings are inconsistent or even contrary to thescientific concept of scientists which is called misconception in this study. Teachingneglecting the misconceptions of students is not helpful to promote the students’conceptual change and will make the students lose the ability and interest to explore thescientific knowledge. Therefore, how to combine students’ misconceptions to designteaching activities to help students construct scientific concepts has become one of theimportant issues before us.Taking into account the lack of research on domestic conceptual change teachingand electrochemical teaching, on the basis of existing research，I try to investigate howwell the high-middle school students have mastered the electrochemical concept bydiagnosis test and individual interviews. I induces the origin of the misconceptions aswell as the reasons for the formation of the misconceptions. I put forward a teachingmodel and some corresponding teaching strategies, then I make some correspondinginstructional designs. Finally, I apply these instructional designs which are under theguidance of the theory of conceptual change to the senior grade classroom teaching.The study shows that: the high school students’ misconceptions of theelectrochemical concept which are stubborn and difficult to change are prevalent.Thestudy also proves that:the teaching activities which are designed under the guidance ofthe theory of conceptual change can not only help students change the misconceptionseffectively but also improve their interest and enthusiasm in learning. In the end,I analyzthe problems existing in the study and put forword some suggestions on future research.