Research On The Conceptual Change Of High School Students’ Misconceptions Based On Triple Representation

Chemistry concept teaching is a very important part of chemistry teaching,many electrochemistry conceptions are abstract.Existing study indicates,students have more misconceptions when they learn electrochemical,and little research has been done on changing the conception of electrochemical misconceptions among students.This study combined the theory of triple representation and conceptual change to carry out the instructional design of an electrochemical review course.In this study,Prepared Two-tier Diagnostic Assessment and interview outline based on other papers,and explored the conceptual understanding of 110 senior students in the electrochemistry content,also analyzed the causes of misconceptions.Results indicated,The misconceptions of high school students in learning electrochemistry are mainly manifested in:composition of primary batteries,causes of galvanic current,electrode reactive writing,description of electric shock,particle moving direction,metal corrosion etc.The characteristics of electrochemical knowledge are too abstract,students lack abstract thinking,and the teaching methods of teachers will cause students to have misconceptions.Based on the investigation,combined on the theory of triple representation and conceptual change,a teaching model of conceptual change based on triple representation was designed,and the teaching design of electrochemical review course was carried out on this model.Then,two lessons of teaching practice were conducted for two parallel classes in the second grade.The experimental class used the teaching design in this study,and the control class did not adopt the teaching design.Finally,a post-test questionnaire was designed to check the effect of teaching practice.It was found that the students in the experimental class got higher scores in the posttest questionnaire than the control class.There was a significant difference between the two classes,most of the misconceptions of the students in the experimental class realized a change to scientific concepts.It shows that the instructional design is effective in changing the misconceptions of electrochemical.