Exploration Of Students' Mental Model Based On The Study Of Amount Of Substance Series Concept

The mental model is an internal representation of the objective world formed by the interaction and fusion of the individual and the objective world.It is a set of dynamic cognitive mechanisms that can be used to process,filter,and describe information.Mental models were proposed by Scottish psychologists in 1943,and subsequently received extensive attention from scholars in various fields.Now they have become a research hotspot in the field of educational research.The amount of substance series concept is one of the important contents of high school chemistry.The basic concepts and related calculations centered on the amount of substance run through high school chemistry.Due to the abstract nature of its knowledge,students' learning of the topic is prone to forming defective mental models.It is of great significance for chemistry teaching to explore students' defective mental models of this series of concepts through certain methods,and to adopt scientific strategies to transform them.On the basis of fully understanding the current situation of mental model research and related theories,this paper takes students from four parallel classes in the first grade of a middle school in Hanzhong City as the research object.The mental model formed by this series of concepts is used to understand the real learning situation of students;on this basis,the factors affecting the construction of students' scientific mental model are investigated from the perspectives of teachers and students in the form of questionnaires;based on this,combined with relevant teaching theories,put forward teaching and learning strategies for the transformation of students' mental models,designed teaching cases for review courses and carried out teaching practice.By comparing the status of students' mental models and the changes in grades before and after teaching practice,the effectiveness of teaching strategies is explored,and a strategic reference for the transformation of students' mental models is provided for front-line teachers.Based on the above,the following conclusions are drawn:(1)The four-stage test paper can effectively explore the mental model of the students' amount of substance series concepts,and find out the defective mental model.At the same time,through the combined analysis of the students' answers and the average confidence index,the students' understanding level of the series of concepts can be known.(2)Through the four-stage diagnostic test,it is found that students have a variety of mental models of different scientific levels for the four sub-modules of amount of substance,molar mass,gas molar volume and substance concentration,and students' understanding of various mental models is generally low.(3)Through the questionnaire survey,it was found that most students and teachers believe that this module is difficult.Teachers believe that students' difficulties mainly come from teaching materials,while students think that they mainly come from themselves,and most students express that there is learning for calculation and conceptual understanding difficulty.(4)Through the comparison of students' mental models and grades before and after teaching practice,it is found that flipped classroom teaching mode,task-driven teaching,modeling teaching,chemical history teaching strategies,autonomous cooperative inquiry learning,and mind map learning methods can promote students' mental models and improve the scientific level of mental models.