Diagnosis Of Alternative Framework In "Redox Reaction" Based On Four-stage Measurement

During the process of learning new concepts,students inevitably develop ideas or understandings that deviate from recognized scientific concepts or even depart from the essence of phenomena based on their own understanding and reasoning.These ideas or understandings that do not conform to scientific concepts are referred to as "Alternative Framework".Alternative Frameworks exist before,during,and after learning and are deeply rooted in students’ minds.They have a negative impact on students’ ability to learn and think deeply,hinder their understanding and mastery of knowledge,and impede the correct construction of scientific concepts.Therefore,it is of great significance to use proper diagnostic methods to explore students’ alternative frameworks.This study utilizes a self-developed four-stage diagnostic test as the research tool to investigate the diagnosis of alternative frameworks in the "Redox Reaction" teaching using the four-stage method.The content is selected from the third section of Chapter 1 "Substances and Their Changes" in the first compulsory textbook of People’s Education Edition.The purpose of this study is to explore students’ alternative frameworks after learning this part of the content and to verify the effectiveness of the four-stage test in diagnosing these alternative frameworks.The author selected high school students from a certain school in Huang Gang City as the research object,and divided the classes into Class A and Class B(with Class A having higher chemistry grades than Class B)to explore the possible alternative frameworks among high school students with different levels of performance in learning this content.Based on the diagnosed results,the author analyzes the causes of these alternative frameworks and proposes teaching suggestions to promote the transformation of alternative frameworks in "Redox Reactions".The results showed that there were different types and degrees of alternative frameworks in the four dimensions of "Redox Reactions" among high school students.(1)In terms of the typicality of alternative frameworks,Class A students held 23 typical alternative frameworks,while Class B students held 30 typical alternative frameworks.(2)In terms of the degree of alternative frameworks,Class A students had 20 true alternative frameworks and 3 false alternative frameworks,while Class B students had 25 true alternative frameworks and 5 false alternative frameworks.It can be seen that both Class A and Class B students had a significant number of alternative frameworks in redox reactions,but Class A students had better mastery of knowledge than Class B students.The analysis of diagnostic results showed that student alternative frameworks were influenced by three factors: subject knowledge,teacher factors and individual factors.Based on this,five teaching suggestions were proposed to promote the transformation of alternative frameworks.The four-stage diagnostic test,with the addition of confidence indices and related parameters to determine the nature and strength of alternative frameworks,provided more scientifically reliable diagnostic results,enhanced the evaluation effect of the test,and improved the diagnosis of alternative frameworks.The innovation of this study lies in:(1)Diagnosing the alternative frameworks held by high school students in the learning of "Redox Reactions" and comparing the degree and distribution of alternative frameworks among students at different levels;(2)Using four-stage testing methods for qualitative and quantitative analysis of alternative frameworks,analyzing their formation reasons and proposing teaching suggestions to provide references for teachers’ teaching;(3)Expanding the application scope of the four-stage test method in the diagnosis the alternative frameworks.