A Study Of The Conceptual Change Of Redox Misconceptions Based On Two Generic Multiple Representation Models For Grade One Of High School Students

Concepts are the "primitives" of students’ understanding which is the smallest units of thinking,and the medium through which students learn scientific knowledge.In high school,chemistry involves a lot of concepts,and understanding scientific concepts is a key part of students’ learning of chemistry.However,students are already influenced by many preexisting factors before they begin to accept the new concepts,and these factors may lead to varying degrees of bias in their understanding and the application of these new concepts,which can then develop into misconceptions.Among them,the concepts related to redox reactions are the part of High School chemistry where students have more misconceptions and are also a major difficulty in teaching high school chemistry.Therefore,it is important to adopt appropriate teaching strategies and methods to transform students’ existing misconceptions in the redox section and to improve their effective applications of the concepts.This study analyzes and organizes the existing domestic and international studies through the literature review,process and provides a more in-depth investigation of the development of conceptual research,which has evolved from a single perspective of concept transformation to the current multidimensional concept transformation.Based on the two models of multiple representations proposed by two famous foreign scholars,this thesis aims to develop a teaching model that can improve students’ multidimensional conceptual change to a certain extent-the Thinking Frames Approach(TFA).The model is based on teacherstudent dialogue and student-student dialogue to guide students to discover and think about non-scientific conceptions that exist in their minds,using pictures,oral expressions and written explanations to enable students to construct their own scientific cognitive models.The learning process is student-centered,and students have more opportunities to conduct exploration and inquiry process.At the same time,this study provides a review of the current research on the conceptual change of redox reactions;the specific misconceptions of students are investigated through questionnaire to understand their current learning situation and their cognitive level,and the focus of the teaching practice is determined by combining the relevant educational theories.In practice,the author selected a class in a Suzhou high school as the rearching class and conducted a pre-experiment before the class to understand some of the classroom conditions and the basic ability of the students.The instruments used in this study were the localized Redox Concept Inventory and the Thinking Framework Inventory,which is a "three-tier" diagnostic tool.It is with an additional layer of"confidence" analysis compared to the previous "two-tier" tool,which requires the test taker to self-measure his or her confidence in answering the question.To a certain extent,it can probe the test taker’s understanding of the concept and enhance the credibility of the test,which is an innovative point of this study.About a week before the class,the author distributed a list of redox concepts in the class and designed a Thinking Frames Approach teaching model based on the analysis combined with the content related to redox reactions.In the classroom,students’ conceptual transformation was initially determined through observation,combined with students’ responses and classroom atmosphere,followed by an analysis of the thinking framework sheets(distributed before each class),a further analysis about the students’ conceptual transformation effects from the perspective of "macro and micro symbols" representation model,and the finally analysis was conducted from interviews and questionnaires.Finally,the students’ conceptual transformation effect was measured and evaluated by combining the "cognitive-ontological-social-emotiona"representation model.By comparing the mean scores of the conceptual questions and the mean scores of the confidence level in the class,we found that the mean scores of some of the subtests and the confidence level were increased.Therefore,the author concludes that the localized measurement tool can explore some of the misconceptions of redox reactions,and Thinking Frames Approach to tackle the misconceptions has a positive effect on the multidimensional conceptual transformation of students to a certain extent.Finally,the author discusses and analyzes the challenges of class time and the limitations when implementing the Thinking Framework Approach Model in a domestic teaching environment in a practical context.Suggestions are given for teachers about the application and the design of using the Thinking Framework Approach Model in their teaching process.