The Teaching Research Based On Complex Systems Reasoning For Deep Conceptual Understanding

The learning of scientific concepts is a hot topic of concern in education,and improving students’ understanding of scientific concepts is an important goal of science education.In chemistry,chemical concepts are central to the learning of chemistry throughout.To master chemistry systematically and comprehensively,students must not only stay at the level of memorisation and simple understanding of chemical concepts,but also grasp the essence of chemical concepts,be able to transfer and apply them to solve problems,and achieve a deep understanding of chemical concepts.While scientific reasoning is an important strategy to promote understanding of chemical concepts,complex systems reasoning aims to facilitate students to construct intrinsic connections between concepts in the process of completing complex reasoning tasks,and to transfer and apply concepts to achieve deeper understanding of concepts.Based on a review of research related to scientific reasoning,conceptual understanding and precipitating dissolution balance,this study clarifies the aims and tasks of the study,with the core research tasks including both theory construction and practical teaching.Theoretical construction is the basis for practical research,and this part of the study first clarifies the core concepts of scientific reasoning,complex systems reasoning and deep conceptual understanding;then it sorts out and analyses the relationship between complex systems reasoning and deep conceptual understanding: complex systems reasoning can promote students’ deep thinking,effectively integrate conceptual relationships and integrate macro-and micro-symbolic associations;then it constructs a design strategy for complex systems reasoning tasks,including: focusing on The design strategies for complex systems reasoning tasks were then constructed,including: focusing on the design of high-level complex tasks,emp Hasising the acquisition of evidence for multi-perspective reasoning,focusing on the internal logic of reasoning tasks and ensuring the hierarchical nature of reasoning tasks.Based on the design strategies,the design of the precipitation-dissolution equilibrium reasoning task was completed,and a two-lesson precipitation-dissolution equilibrium teaching design was completed based on the above theoretical constructs.The practical part of the study includes the implementation and measurement of teaching effectiveness.The Rasch model was used to develop a scale to measure students’ understanding of the concept of precipitation-dissolution equilibrium.The scale was designed with a focus on various types of reasoning to specifically analyse students’ scientific reasoning skills.Two experimental classes were then selected to apply the design of the study and the students’ conceptual understanding was measured using the Precipitation Dissolution Equilibrium Concept Understanding Scale developed for this study.The number of students in the experimental class who could reach level 3 was much higher than that in the control class,indicating that complex systems reasoning has a positive effect on promoting deeper conceptual understanding.Further analysis of students’ scientific reasoning skills revealed that the experimental class also performed significantly better than the control class on complex reasoning tasks such as cause-effect-conservation reasoning and analogical-causal reasoning.The study combined two pre-and post-teaching interviews to further demonstrate that students in the experimental class were able to synthesise and apply concepts to solve problems and had a better depth of conceptual understanding than students in the control class.The conclusions drawn from this study include three aspects: the design of high-quality reasoning activities is a prerequisite for teaching complex systems reasoning;the implementation of complex systems reasoning-based instruction can effectively promote deep conceptual understanding;and complex systems reasoning-based instruction helps to improve students’ reasoning skills.