The Investigation And Practice On Chemistry Misconception Transform Using Cognitive Conflict Strategy

The require to improve student’s scientific literacy, which is an important segment to learn and master basic concepts, is put forward in New Curriculum Standard. But in the teaching process the teachers find often that although students can memorize, even retell some basic scientific concepts, they don’t really understand them. These concepts are called as the misconception, which are not correct or not comprehensive compared to scientific concepts. So if want students to grasp accurately the real concepts in learning chemistry, we must have full understanding on the whole process of the concept learning, especially the procreant cause and conversion factors of student’s misconceptions. Thus it is essential to design a new teaching mode matched with the misconception transformation.This study focus on the teaching mode construction and practice about the misconception concept transform by means of cognitive conflict strategy in the middle school chemistry concept teaching under the guidance of cognitive assimilation learning theory, constructivism learning theory in order to adapt to the current situation of concept teaching and the characteristics of chemistry subject pedagogy.This thesis includes mainly five parts below:The first part is an introduction, which elaborates the background, the significance, the methodfor this research. Literature overview on the misconception concept, the cognitive conflict strategy, the research status of the relevant teaching mode and the existent insufficiency at home and abroad.In the second part, we explain the related concepts and some theories, such as constructivism theory, transfer theory etc, to lay the theoretical foundation for the construction of the congnitive conflict concept teaching mode and also the application in the chemical teaching practice research.The third part mianly expounds the cognitive conflict teaching strategy and introduces the forming conditions, causes and it’s meaning for teaching.In fourth part the questionnaires and interviews are firstly used to understand the forming causes of the misconception in students and the current situation for the concept transformation teaching about chemistry, then the congnitive conflict concept teaching mode mated with the chemistry concept teaching in middle school is structured on above investigations.The fifth part is the practice research of the cognitive conflict teaching strategies in chemisty teaching, taking Electrochemical teaching process as sample, to test its effectiveness and operability.Our research results show that the new teaching model is helpful to students understand accurately the scientific concepts as well as improve students’ learning interest.