Exploration Of Alternative Frameworks In High School Chemistry And Practical Study Of Concept Transformation Text

The chemical concepts reflect the common characteristics of a class of things and are an important basis for students to learn chemistry.However,in the process of learning before or after learning,students often produce some ideas or viewpoints inconsistent with scientific concepts,which are called"alternative frameworks".The existence of alternative frameworks will hinder the formation of students’scientific concepts and the construction of a knowledge system,thus reducing students’ learning efficiency and harming subsequent learning.The chemical concepts involved in chemical reactions and energy are abstract and difficult to understand,and students are prone to alternative frameworks when learning.To help students learn this part of knowledge effectively,this study adopted the four-tier multiple-choice test to detect alternative frameworks generated by students after learning the content related to chemical reaction and energy,and used the concept transformation text strategy to promote students to transform alternative frameworks and establish the scientific concept.This paper consists of seven parts,the main content is as follows:Part 1:Overview of the research.Analyzing the adverse effects of alternative frameworks on students’ learning and the importance of exploring and transforming students’ alternative frameworks in chemical reactions and energy,and clarify the research background;This paper summarizes the research status of alternative frameworks and concept transformation texts at home and abroad and clarifies the purpose,significance,content,and methods of the research.Part 2:Concept definitions and theoretical foundations.It is confirmed that the core concepts involved in the study are alternative frameworks and concept transformation texts,and defining these concepts.At the same time,the relevant theoretical basis of the study is introduced and analyzed.Part 3:Analysis of chemical reactions and energy-related content.Firstly,analyze the arrangement and standard requirements of chemical reactions and energy-related knowledge in the human education edition.Secondly,by analyzing the core concepts involved in this part of the content.Finally,the core concepts and knowledge in chemical reactions and energy are organized to draw a knowledge concept map.Part 4:Developing a four-tier multiple-choice test.Analyzing the structure of the four-tier multiple-choice test,and then the formal test was formed through the process of formulating the program,interviewing teachers,establishing the two-way list,and modifying and optimizing.Part 5:The exploration research of alternative frameworks in chemical reaction and energy.The alternative frameworks of grade two students in chemical reaction and energy were probed by using the four-tier multiple-choice test Statisticing and analyzing the score of the test and the distribution of alternative frameworks.Then,the causes of alternative frameworks are analyzed from knowledge characteristics,students,textbooks,and teachers.Part 6:The design and practice of the concept transformation text.Based on the writing principle of the concept transformation text,selecting the knowledge points that students are prone to alternative frameworks in the core concepts of an endothermic reaction,exothermic reaction,reaction heat,enthalpy change,energy,thermal chemical equation,combustion heat,neutralization heat,and Hess’s Law,for special design and exploration.As for two classes at the same learning level in grade two of a middle school in Yanchi County,as the object of practice,the control class adopted routine exercises teaching and the experimental class adopted the concept transformation text teaching strategy.The test results after teaching practice showed that the post-test scores of the two classes were improved compared with the pre-test,but the average score of each item and total score in the post-test of the experimental class was higher than that of the control class.After analyzing the proportion of alternative frameworks and scientific concepts in pre-test and post-test,it is found that the amplitude of alternative framework reduction and scientific concept establishment is larger in the experimental class.The results show that it is effective to change the alternative frameworks in chemical reaction and energy by using the concept transformation text in the recitation lesson,and the transformation effect is better than the traditional exercise teaching.Part 7:Summary and reflection.This paper summarizes the research conclusions of chapters 5 and 6 and points out the shortcomings and problems to be solved urgently.