Research On The Influence Of Chemical Conception Of Learning On The Self-Regulated Learning

Conception of learning chemistry is a kind of implicit intuition related to chemical learning phenomenon and learning experience,that has developed in long-term chemistry learning process.Self-regulated learning is a learning process whereby learners self-implement cognitive strategies driven by internal motivation,and attempt to monitor,control and regulate their cognition and behavior guided by learning goals.In this paper,we revised Conception of Learning Chemistry questionnaire,including “memorizing”,“testing”,“practicing”,“increasing of knowledge” and “understanding and seeing in a new way” five dimensions,and the Self-regulated Learning questionnaire,including “self-efficacy”,“elaboration” and “self-regulatory strategy” three dimensions.Using these two questionnaires,we investigated high-school students' condition of conceptions of learning chemistry and self-regulated learning.Besides,this study employed inorganic chemical test for examination,and the structural equation model to elicit structural relation among conceptions of learning chemistry,self-regulated learning and academic achievement.And we obtained the following results:(1)Conceptions of learning chemistry have differences among academic levels.The lower the student's academic level,the more likely they tend to have the conception of “memorizing”.(2)The gender difference of conceptions of learning chemistry is significant.Girls tend to have the conception of “memorizing”,while boys tend to have the conception of “understanding and seeing in a new way”.(3)Conceptions of learning chemistry have differences in the intention of chemistry college entrance examination.The students without this intention tend to have the conceptions of “memorizing”,“testing” and “practicing”,while the others tend to have the conceptions of “increasing of knowledge” and “understanding and seeing in a new way”.(4)There is a consistency between self-regulated learning level and academic level.(5)The gender difference of self-regulated learning is significant.From self-regulated learning and three dimensions on average,boys' performance is significantly better than girls'.(6)Self-regulated learning has differences in the intention of chemistry college entrance examination.From self-regulated learning and three dimensions on average,the performance of students with this intention is significantly higher than those without this intention.(7)Self-regulated learning has a mediating effect between the conception of learning chemistry and academic achievement.