An Eye-tracking Study On The Triple Representation Of Electrochemical Knowledge And The Difference In Its Conversion Ability Among Students With Different Academic Levels

Education is a great plan for our country.China clearly pointed out in the Compulsory Education Chemistry Curriculum Standard(2011 Edition)that it is the development trend of chemistry discipline from macro to micro,from qualitative to quantitative.Triple representation includes macroscopic representation,microscopic representation and symbolic representation,which are rooted in chemical science,are the charm and characteristics of chemical discipline and the essence of chemical discipline system.It is noteworthy that the 2017 edition of Chemistry Curriculum Standards for Ordinary Senior High Schools clearly puts forward five core qualities of chemistry learning.Literacy 1 is macro identification and micro analysis,which requires students to analyze and solve practical problems from the macro and micro perspectives.Therefore,the cultivation of triple representational thinking is particularly important for students' chemistry study.The formation of triple representational thinking has gone through three stages: acquisition stage,transformation stage and automation stage.Previous studies have shown that only a small number of sophomores are in the automation stage of triple representation thinking,while most of them are basically in the transformation stage,so they cannot flexibly carry out triple representation transformation.So,how can we help the students who are in the stage of triple representation thinking transition to the automation stage smoothly? When students with different academic levels change their representations in pairs,can the third representation play an active role as an auxiliary representation in the transformation stage of students' triple representation thinking,and help students smoothly transition to the automation stage?This paper will focus on these two issues.Therefore,the following experiments are designed for research.In this study,the topic of "electrochemistry" in the fourth chapter of Senior Chemistry Elective 4(old version)of PEP was selected as the research material,and the national college entrance examination questions of electrochemistry from 2010 to 2020 were sorted out and adapted to form the test questions of this study.Then,the Winsteps software of Rasch model is used to analyze and optimize the quality of the test questions,and the experimental materials for formal test are determined.In this study,eye tracking technique and oral report method were used to conduct an experimental study of 3(academic level)*3(conversion mode)*2(group)multi-factor mixed eye movement among 36 high school students with different academic levels.Among them,academic level(gifted students,middle school students,students with learning difficulties),gender(boys and girls)and group(with or without auxiliary representation)are independent variables between groups,the transformation mode(macro ? micro,symbol ? micro and macro ? symbolic representation transformation)is independent variable within groups,and the dependent variables are students' test scores and eye movement data.In the study,following the principle of homogeneity between groups,two groups of subjects with no significant difference in academic level and gender were selected for eye movement experiment by stratified random sampling.Combined with the legal research method of retrospective oral report,this paper supplements and proves the students' thinking process of triple representation transformation.From the perspective of cognitive psychology,the research aims to explore the differences of electrochemical knowledge triple representation and its conversion ability among sophomores with different academic levels,diagnose the problems existing in the process of electrochemical triple representation and its conversion,find out the internal cognitive mechanism,and help students smoothly transition from the triple representation thinking conversion stage to the automation stage.According to the literature,the analysis of cognitive mechanism generally starts from three aspects: information processing,attention distribution and cognitive load.Therefore,the study will analyze the students' triple representation and their conversion ability from three aspects: information processing,attention distribution and cognitive load,based on the total scores of the students' triple representation test and the collected eye movement data.The analysis results show that there are differences in information processing,attention distribution and cognitive load when students of different academic levels and genders are transformed from macro ? micro,symbol ? micro and macro ?symbol representation.The conclusions are as follows:1.At the academic level,it shows that:(1)Excellent students can complete triple representation and transformation.In terms of information processing,gifted students have fast information processing speed and excellent problem-solving strategies;In terms of attention distribution,gifted students can quickly grasp the key information and smoothly process knowledge.The more they pay attention to auxiliary representation,the more conducive they are to complete representation conversion;In terms of cognitive load,although the auxiliary representation increases the cognitive load of the gifted students,it does not affect the gifted students' representation transformation,but becomes a tool to verify the problem-solving process.(2)Students in learning can complete triple representation and its transformation.In the aspect of information processing,middle school students have deep information processing depth,lack of flexibility of representation conversion and long processing time.Auxiliary representation helps middle school students to improve their cognitive processing depth,and the more they pay attention to auxiliary representation,the more conducive they are to complete representation conversion.This influence is remarkable.In the distribution of attention,students can grasp the key information quickly;On the cognitive load,auxiliary representation can significantly reduce the cognitive load of middle school students.(3)Students with learning difficulties can't complete symbol ? micro and macro ? symbol representation transformation,and their symbol representation ability is weak.And it shows that: in information processing,the cognitive depth is shallow and it is difficult;In terms of attention distribution,key information can be grasped but deep information processing can not be carried out.Students with learning difficulties pay more attention to auxiliary representation,which is not conducive to the completion of representation conversion;Assisted representation increases the cognitive load of students with learning difficulties,and the increase of information becomes the interference factor for students with learning difficulties to solve problems.2.In addition,in terms of gender,auxiliary representation can reduce the cognitive load of girls and increase the cognitive load of boys.Combined with students' test scores,it is found that girls' scores are higher when there is auxiliary representation than when there is no auxiliary representation,while boys' scores are lower when there is auxiliary representation,which shows that boys have difficulties in dealing with complex information,and auxiliary representation has become an interference factor for boys,so it is necessary to strengthen their information anti-interference ability.Finally,the research puts forward some teaching suggestions to improve students' electrochemical triple representation and its conversion ability:1.Teachers should pay attention to the positive role of auxiliary representation in the transition stage of triple representation thinking;2.Deepen the information processing depth in chemistry and reduce the cognitive load;3.Consolidate the symbolic representation knowledge of students with learning difficulties and optimize the knowledge structure of students with learning difficulties;4.Strengthen the training of boys' electrochemical complex information questions and cultivate boys' information anti-interference ability;5.Strengthen the construction of female students' electrochemical knowledge structure and deepen the depth of cognitive processing;6.Teachers should pay attention to the diversity of academic evaluation tools.