A Study On The Influence Of Knowledge Presentation Methods On The Understanding Of Chemistry Concepts Of High School Students

In order to cultivate students’ accomplishment and realize the slogan of teaching for understanding,research on conceptual understanding has gradually increased since 2000.How to promote students’ conceptual understanding has become a new topic in international science education research,from the previous research on conceptual transformation and formation to teaching design and empirical research on conceptual understanding.However,scholars have done a lot of research on the teaching design of concept understanding,and less research has been done on the influence of knowledge presentation on concept understanding,especially on the effect of text information and graphic information presentation on students’ concept understanding.So,what effect will text information and graphic information have on students’ conceptual understanding? Which method should be presented more in the learning process? Therefore,this study chose the concept of chemical reaction limit as the carrier,and designed different knowledge presentation methods,namely,text information and graphic information,to explore the impact on the understanding of the concept of chemical reaction limit.First,this study sorts out and reviews the literature related to conceptual understanding,and defines the connotation of conceptual understanding.Based on the knowledge and experience that students already have such as solubility,a pre-test questionnaire for surveying the concept of chemical reaction limit was prepared.330 high school students from a provincial key high school in Shandong province were selected as the research object,and the pre-test questionnaire was measured to test whether the students in the text group and the graphic group have the same understanding of the concept.Secondly,starting from the connotation of the concept of chemical reaction limit,combined with the way of knowledge presentation,a post-test questionnaire for surveying the concept of chemical reaction limit was compiled.Then,the above 330 students were tested by the post-test questionnaire for understanding the concept of chemical reaction limit,and 6 excellent students were selected as the research objects of the interview,including 3 students in the text group and 3 students in the graphics group.The pre-test and post-test questionnaires for understanding the concept of chemical reaction limit were used as the testing tools.Six students were measured with the method of thinking aloud,and the data were collected.SPSS21.0 software was used to process all the data of the pre-and post-test questionnaires.The students’ conceptual understanding was analyzed,and the influence of text information and graphic information on the conceptual understanding of high school students’ chemical reaction limit was explored.The results show that:first,text information and graphic information have different effects on students’ understanding of the concept of chemical reaction limit,and presentation of text information is more conducive to students’ understanding of the concept of chemical reaction limit.Second,there are some inconsistencies between the level of students’ conceptual understanding and the level of their response to the problem of conceptual understanding.The innovations of this paper are as follows:first,the questionnaire of chemical reaction limit concept is a new tool for future understanding of chemical reaction limit concept.Second,the conclusion that text and graphic information have different influence on understanding the concept of chemical reaction limit is put forward,which provides a new basis for the teaching of chemical reaction limit in the future.