Diagnosis Of Junior High School Students' Misconceptions About Chemical Reaction

The concept of chemistry is the focus and difficulty of chemistry teaching,and the concept of chemistry itself is abstract and complex.Therefore,the construction of a sound knowledge system of chemical concepts plays an important role in cultivating students’ chemical thinking and scientific literacy.As an important part of junior high school chemistry,chemical reactions are not only the core content of junior high school chemistry learning,but also a good foundation for high school chemistry learning.Junior high school chemistry contains many concepts,and when students learn these concepts,they are often affected by factors such as personal cognitive level and knowledge experience,resulting in various mythical concepts,and the existence of these mythical concepts will hinder students’ chemical learning.Therefore,exploring the mythical concept of "chemical reaction" and its influencing factors for junior high school students has become an urgent issue to be solved in the current reform of chemistry education.In this study,the literature related to the concept of myth was sorted out and reviewed,the connotation of the concept of myth was determined,and then the research on the measurement of the concept of the myth was analyzed,and the teaching of the concept of chemical reaction was summarized and analyzed,and the existing questionnaire for the concept of the concept of chemical reaction was localized and modified to make it closer to the thinking mode of junior high school students.Secondly,according to the new curriculum standard of junior high school chemistry in 2022 and the junior high school chemistry textbook,the opinions of education experts and front-line chemistry teachers were continuously adopted in the study,and the core content of chemical reactions was gradually determined and standardized,relevant concept maps were drawn,and the concept test paper of junior high school chemical reaction myth was weaved.Then,280 students from the ninth grade of two junior high schools in Shandong Province were selected as research objects,and the concept test paper of the myth of chemical reaction in junior high school was used to carry out actual measurements.Collect test data,mark and assign scores to questionnaires,screen effective questionnaires according to questionnaire answers,use SPSS21.0 for data quantification and management,conduct data analysis,and explore the distribution and causes of biochemical reaction myths in junior high school.Finally,according to the questionnaire survey,the research conclusions were summarized and teaching suggestions were put forward.The results show that:(1)Junior high school students have mythical concepts in each core content dimension of chemical reactions.(2)There are four typical myths in the learning of chemical reaction knowledge for junior high school students.(3)There are three main sources of mythical concepts generated by junior high school students in the learning of chemical reactions.The innovation of this study lies in:(1)the questionnaire for testing the concept of biochemical reaction myths in junior high school provides new tools for the detection of the mythical concepts of biochemical reactions in junior high schools in the future;(2)The mythical concept and its influencing factors for the learning of the concept of chemical reaction in junior high school were proposed,which provided a new basis for the teaching of chemical reaction concept in the future.