Research On The Mental Model Of Elemental Periodic Rhythm In High School Students

The mental model is a relatively long-lasting psychological mechanism.In the process of interacting with the social environment,the individual's internal structured understanding will be reflected in the description,interpretation and prediction of specific goals,which is the mental model,it is the basis for the individual to solve problems.The periodic law of the elements is one of the important contents of high school chemistry.Learning the periodic law of the elements is helpful for students to understand the theoretical basis of researching chemical substances in essence,but some students have difficulties in learning the subject.Explore the knowledge of the periodic law of the elements to understand students' mental models in order to better guide the teaching of high school chemistry.Based on the literature review,first analyze the content of the periodic law of the elements,and draw up a knowledge framework for testing.Secondly,the subject ability index system of the periodic law of the elements is constructed based on the chemistry subject ability and its performance model.and three levels of test items are compiled to form the " periodic law of the elements " test for high school students to investigate.Based on the Rasch model,optimize the test items to form the second round of high school students " periodic law of the elements " test.Finally,a specific analysis of the test papers answered by the students is carried out,and the mental models of the periodic law of the elements of high school students of different ability levels are refined and summarized.Research shows:(1)Senior high school students' periodic law of the elements subject ability can be divided into four levels: "below level 1" "level 1: learning and understanding" "level 2:applied practice," "level 3: migration and innovation," and the overall level is at "level2: applied practice" which means there are more students with medium-level academic ability,and fewer students with low and high levels.(2)The mental models of the " periodic law of the elements " of high school students of different ability levels have different performances in the "scientific" and the " cognitive way of chemistry(cognitive angles,cognitive ideas,and types of cognitive methods)".(3)There are some differences between the mental model of the " periodic law of the elements" of high school students and the scientific model,and there are also differences between the mental models of students at the same ability level,and they are generally advanced.(4)With the improvement of students' academic ability,the myths in the mental model of " periodic law of the elements " will continue to decrease.Based on the research conclusions,the following suggestions are put forward:(1)Based on a scientific mental model,structure knowledge to promote students' understanding of the conceptual system;(2)Design teaching activities and tasks according to corresponding ability elements to promote students' cognitive way of chemistry;(3)Use textbooks thoroughly,do a good job of linking the compulsory and elective parts,pay attention to the cohesion and advancement of knowledge;(4)Pay attention to developmental evaluation in the teaching process of the periodic law of the elements.