Design And Application Of Visual Representation In Chemical Concept Teaching Research

Chemical concepts are an important component of chemical learning.In traditional chemistr y teaching,teachers tend to emphasize explanation over comprehension,always requiring studen ts to memorize and recite the concepts,without paying attention to concretizing abstract concepts,in order to help students achieve meaningful learning and understanding of chemical concepts.V isual representation refers to knowledge that has been illustrated,abstract concepts are concretize d and presented in the form of pictures,etc.,as a tool for visualizing knowledge.Visual represent ations in chemistry teaching include molecular and atomic structure diagrams,experimental phen omena,concept maps and other concrete forms.Using visual representations in the teaching proc ess can show the difficult to understand knowledge in chemistry in the form of diagrams,which can visualize many chemical processes that cannot be seen by the naked eye,and help students u nderstand chemical concepts.This study explores the design and application of visual representat ions in teaching chemical concepts using the concept of redox reactions as a carrier,and analyzes the effect of visual representations on conceptual understanding.The study clarifies the connotation of visual representation and its relationship with visualiz ation,based on the review of the concept of visual representation and the research on its applicati on in teaching.The study based on the dual coding theory,cognitive load theory,information pro cessing theory and other theories,the types of visual representation are analyzed,including simul ation,metaphor,model,reality and experiment,and the design strategies of visual representation in teaching chemistry concepts are constructed,including: concise and intuitive forms of represe ntation,highlighting key features;clear and accurate presentation of information,reducing invali d interference,thought-driven smoothly and focus on concept construction.Based on the above theoretical analysis and constructs,the study selected the topic of redox reactions,and proposed the idea of visual representation design for redox reactions based on the full analysis of the requirements of the curriculum,the content of the textbook and the re-present ation design as well as the students’ learning situation,and applied the visual re-presentation desi gn to the specific teaching process.A total of 117 students in the experimental group were selecte d to implement the teaching design,and a combination of quantitative and qualitative research m ethods were used to collect experimental data using questionnaires and interviews,and the experi mental data were statistically and analytically analyzed to investigate the students’ understanding of the concept of redox reactions and the effect of the designed visual representation on the unde rstanding of the concept.The data showed that regarding the conceptual understanding of redox reactions,the mean a bility value of the experimental group was 1.67 and the mean ability value of the control group w as 0.79,and the ability value of the students in the experimental group was significantly higher t han that of the control group(sig.=0.00);specific analysis of the distribution of the experimental and control groups in each conceptual understanding level showed that the distribution of high le vel students in the experimental group was significantly higher than that of the control group,an d the distribution of low level students in the experimental group This indicates that the visual re presentation design can effectively promote students’ understanding of the concept of redox react ions.The study further analyzed the application of visual representations in teaching by combini ng questionnaires and student interviews,and the results showed that students of different levels had different preferences for visual representations,but all recognized that the visual representati on design in this study was helpful for the understanding of redox reaction concepts.Students th ought that the visual representations used in this lesson,such as double arrows labeling the rise a nd fall of the chemical valence,atomic structure schematics,and face Wayne diagrams,were mo st helpful in helping them better understand the concepts related to redox reactions.The study concluded with a reflection and outlook,analyzing some shortcomings and areas for improvement in this study,such as the number of samples can be expanded,room for optimiz ation of the visual representations used,and inadequate instructional design for redox reactions,which can be further improved in future studies.