Research On The Investigation About Alternative Frameworks In High School Students

The development of students’ scientific literacy is inseparable from their understanding of scientific concept. However, researches show that, before or after students learning the scientific knowledge, they will generate some ideas different from the scientific conception. Those ideas are conceptualized by science educators as “alternative framework”. It imposes a deep influence on students’ actual learning.The knowledge about “material structure, periodic law of elements” is one of the core content of high school’s chemistry. It is also one of the important tools in chemistry learning. However, the section is relatively abstract. Therefore, in this learning process, students are easier to produce alternative conceptions.In the paper, I have summarized the following five terms: “alternative framework”, “misconception”, “erroneous conception”, “common conception”, “pre-scientific conception” after carefully reading researches at home and abroad. Then an analysis the section about “material structure, periodic law of elements” has been presented. After that, the research method has been determined. In my research, I complied the 2-phase test questionnaire for both teachers and students about “material structure, periodic law of elements”. 226 students and 12 teachers of grade one were questioned. Those students were from 3 classes of different levels. Later, I used the Excel software to deal with the collected data. Through studying the data, I have found that the students did have produced more alternative frameworks in the seven parts “atomic structure”, “elment”, “chemical language”, “periodic table of elments/ periodic law of elements ”, “chemical bond” and “ionic compound and covalent compound”. What’s more, I have concluded that the main influencing factors are “teacher”, “teaching materials” and “students”. According to these factors, I further put forward some teaching strategies.