A Survey And Analysis On The Students’ Prescientiifc Conceptions In Senior High School

Pre-scientific concept refers to the views or understandings students hold on a particularissue before the formal acceptance of scientific education. According to the modern learningtheories, people construct new knowledge and understand new knowledge deeply based ontheir existing knowledge. Therefore, it’s very necessary to understand the students’pre-scientific concepts so as to complete the concept transformation.Using two-stage diagnostic test method combined with deterministic coefficient method,this paper selected the chemical equilibrium as research topic and conducted a survery on theMiddle School students in Hebei Province, Wuqiang County, and also conducted interviewswith teachers.The results show that although teachers can understand the meaning of pre-scientificconcepts, and also realize the students have the pre-scientific concepts during the teaching,they seldom go to consult relevant works to learn theoretical knowledge, lacking systematicthinking and deep research.A student questionnaire shows that students have difficulty understanding and judgingthe chemical equilibrium,who think that it is a static equilibrium state, due to the concept of"balance" in daily life; students have many pre-science concepts on the influence factors ofchemical equilibrium.To analyze the reasons, on the one hand,it may be affected by relateddiscussions on factors affecting the rate of chemical reactions; on the other hand, studentstend to consider only the reactants or products without the chemical reaction system as awhole to consider; For the chemical equilibrium formula and meaning, the deterministiccoefficient of students is very low, mainly because the students are lack of the understandingof the relevant content.They are unfamliar with them.Comparing the findings of this thesis with those of other researchers,we have found notall the results are affected by the objects’ learning experience. Even if the objects are ofdifferent grades, there exist similar pre-scientific concepts on the understanding and judgmenof the chemical equilibrium state; on the influencing factors of chemical equilibriumconstants;on the catalyst effect to chemical equilibrium, and inert gas effect on chemicalequilibrium. We can say this is the traditional pre-scientific concept of chemical equilibrium, which should be given more attention in the teaching process.We suggest strengthening the consciousness of lifelong learning of the front-lineteachers,paying attention to the research progress of pre-scientific concepts, and fullyrealizing their influence on student’s scientific concept formation; in the process of teaching,try to reveal students’ scientific concept, combine theoretical research with practicalexperience, adopt reasonable teaching strategies and teaching means,and effectively promotestudents’ conceptual change.