Research On The Alternative Frameworks Of "Material Classification" Conception Of Junior School Students

Learning science concepts helps students to develop thinking skills, and also contributes tothe development of students’ scientific literacy. However, research found that students wouldinevitably form some idea inconsistent with the scientific concepts pre or while the learningprocess, which we call “alternative frameworks”. It often hinders students from understandingthe nature of the concepts and solving practical problems. As “material classification” linesthrough the whole process of middle school chemistry study, a variety of alternative frameworksconcerning “material classification”, which is frequently found in teaching practice, will directlyaffect their learning of subsequent knowledge. Teachers are supposed to probe students’alternative frameworks related to “material classification” through a variety of ways and taketimely teaching strategies which will effectively help students to understand and master theknowledge and build scientific system of knowledge.The study summarizes domestic and abroad research about alternative frameworks,analyzes the teaching content of “material classification”, builds a “material classification”concept map and prepares a questionnaire related to “material classification”. After theimplementation of the questionnaire survey in junior grade three students and the processing andanalysis of the collected data, the alternative frameworks concerning “material classification” areconcluded and on the basis of it, some teaching suggestions are proposed.The thesis consists of eight parts; the main contents are as follows:The first part clarifies the reason for selecting this thesis.The second part reviews domestic and foreign studies of alternative frameworks,summarizes the characteristics and common study methods of alternative frameworks, reviewsthe related existing research of this study and provides the basis for subsequent research.The third part states the purpose and mission of the study.The fourth part analyses systematically the related concept of “material classification”. First,it analyses related concepts through the curriculum standard and teaching material arrangement.Second, it parses the connotation of related concept. Third, it draws the concept map related to“material classification”.The fifth part is mainly the survey questionnaire, including the working thoughts of thequestionnaire, the structure of the questionnaire, two-way breakdown and the revised questionnaire.The sixth part is mainly the implementation of the questionnaire, and data processing andanalysis, and then the alternative frameworks about “material classification” are concluded.The seventh part mainly the analyses the result of the questionnaire, and classifies thealternative frameworks into four categories, including semantic interference, propertiesmacroscopic interference, life empirical and conceptual interchangeability. Based on these, someteaching suggestions in view of “material classification” concept are put forward:①stimulatecognitive conflict, storm drain students’ misconceptions;②analyze deeply the nature of theconcepts of “material classification” to help students develop the scientific understanding of theconcept;③use concept maps to strengthen students’ understanding of the knowledge system of“material classification”.The eighth part points out the deficiencies of the paper and the problems that the author ofthis paper needs to further address.The innovation of this research is to study the “material classification” related concepts as awhole, to obtain the alternative frameworks of junior grade three students through thequestionnaire survey, to analyze the causes, and then on the basis of these put forward someteaching suggestions.