Research On Chemical Modeling Ability Of High School Students Based On Virtual Experiment

Modeling method is a kind of scientific thinking method and cognitive method.It is the knowledge and ability that middle school students should possess.Especially for the experimental discipline of chemistry,the model and model method are particularly important.Zinc-copper galvanic cells are a very important part of the high school chemistry curriculum structure,but for students,this part of the content is relatively abstract and difficult to understand.The evaluation of the modeling ability of primary batteries is one of the most representative chemical modeling ability assessment content.Teachers can use virtual experiments to train students’ modeling capabilities in teaching so that learners can relate macroscopic chemical reaction phenomena,chemical molecular animation demonstrations,and microscopic molecular synthesis and decomposition in a virtual environment.It saves the time of chemical reaction process,avoids the danger of students in experimental operation,and at the same time relates the macroscopic and microscopic aspects so that students can have a deeper understanding of what they have learned to reduce the complexity presented by galvanic theory.Students are easier to understand.Therefore,teachers use virtual experiments for instructional design to understand the level and characteristics of students’ primary battery modeling capabilities,which is very important for promoting students to learn raw battery knowledge more effectively and applying original battery models to solve practical problems.At present,there is very little research on the modeling ability of senior high school students under the virtual experiment background teaching.This study hopes to investigate the current situation of high school students’ modeling ability under the two teaching backgrounds of real experiment and virtual experiment through the method of experimental comparison,and to understand the modeling ability and modeling of two student groups using different experimental methods in teaching.The difference in stage ability explores the effect of using virtual experiments on the students’ modeling ability in high school students’ chemistry experiment teaching.Based on the subject and core issues of this study,this study adopted a questionnaire survey method to build evaluation criteria for galvanic modeling capabilities based on the evaluation system of modeling capabilities developed by Zhang Zhikang and Qiu Meihong,using 150 students from a first-year high school in Shanghai.The object of study was the adaptation of Zhang Zhikang and Qiu Meihong’s electrochemical modeling capability assessment questionnaire as aShanghai Normal University Master of Pedagogy Abstract research tool to understand the current status of primary battery modeling capabilities for the first year students.The statistical data of the questionnaire was statistically analyzed by social science statistical software SPSS.16,and the conclusion was obtained.The survey results show that the average primary battery modeling ability of senior students is mainly at the level of 1,which means that most students can only model with a single factor.After comparing the modeling ability and the average modeling ability in each stage of the virtual experiment class and the demonstration experiment class,the mean value of the original battery leveling ability of the students in the demonstrative experiment demonstration class is 0.88,and the virtual experiment is performed by the teacher.The mean average modeling ability of the students in the experimental class was 1.05,which was slightly higher than the demonstration experiment class.For each stage of modeling,the modeling ability of the virtual experimental class in each stage is higher than the demonstration experiment class.According to the independent sample T test,there are no significant differences in the model selection,model verification,model application,model adjustment ability,and overall modeling ability of the demonstration cell and virtual lab in the primary cell model.However,there is a significant difference in the model building ability between the demonstration experiment class and the virtual experiment class in the primary battery model.Explain that the application of virtual experiments in the classroom relative to demonstration experiments can help students increase the ability to build models during the modeling phase.Through the independent sample T test,it is found that the model test,model application,model adjustment ability of the demonstration experiment boys in the modeling stage are significantly different from the girls,and the boys are higher than the girls.Based on the results of the survey,this study proposes teaching suggestions for the cultivation of primary battery modeling ability of the first-year students: teachers can use virtual experiments to help students focus on the necessary teaching content,rather than irrelevant trivia,and thus improve Learning efficiency.Helping students grasp knowledge points more quickly will undoubtedly help a lot in understanding the knowledge involved in the experiment.When abstract concepts are involved in teaching,virtual experiments can be used to enable learners to relate macroscopic chemical reaction phenomena and animation demonstrations of chemical formulas to the synthesis and decomposition of microscopic chemical molecules in a virtual environment.