A Practical Study On The Conceptual Transformation Of Galvanic Battery Myth Of Junior High School Students Based On Learning Progression

Learning progression is a thinking process in which students gradually get a deep understanding of what they have learned in a period of learning until they master and apply it to other relevant knowledge.The concept of myth is the concept that students acquire knowledge in advanced learning,and the cognitive obstacle or understanding deviation formed in a certain stage will hinder the formation of scientific concept in the next stage.At the same time,the content of galvanic battery is the important and difficult point in the high school stage,and it is also one of the hot spots in the college entrance examination.Students are also easy to generate the concept of galvanic battery myth.In this paper,based on learning progression,we will conduct an empirical study on the galvanic battery myth of Grade 2 students.First of all,this study based on the study of the concept of myth of the galvanic cell theory,from the new standard,new and old high school chemistry teaching material,and test of high school to the content of the galvanic cell,as well as the myth of the galvanic cell concept existing research and analysis,and questionnaire survey was conducted for high school teachers and students in grade three,on the basis of existing research summary of wuhai city high school students are the myth of the galvanic cell concept,based on the content and the survey results it is concluded that a high school student galvanic wuhai city learn the advanced model of the concept of myth,as the empirical research of the questionnaire before test and practice research of teaching based on questions.Secondly,the myth of galvanic battery was explored by the pre-test questionnaire,and the teaching practice was carried out in the experimental class and the control class respectively according to the results of the pre-test questionnaire.Finally,it is found that the teaching practice based on learning progression can better promote the transformation of the myth of galvanic cell in the junior high school students.The results show that teachers can practice galvanic cell teaching based on the theory of learning progression,which can better change the galvanic cell myth of Grade 2 students.At the same time,the author hopes that this study can provide some reference value for the transformation of the myth concept of galvanic battery in the second year of high school,and also hopes that more scholars can pay attention to this field and study the relationship between learning progression and myth concept in a more in-depth way.