A Study On The Triple Representation Ability Of Students With Different Levels Of Understanding Of Particle Concept

In 2017,China started the reform of chemistry education with the main theme of developing students’ core literacy,and "Macroscopic identification and microscopic analysis" is the dimension of chemistry core literacy.This dimension emphasizes learning chemistry from a "macro-micro-symbolic" perspective and solving practical chemistry problems.The study of "macro-micro-symbolic" chemical triple representation has become a hot topic in the new round of chemistry education reform.The concept of particles is of unique value to the study of the triple representation of chemistry.Therefore,to investigate the triple representation level of students with different levels of particle concept understanding and clarifying the effect of students’ level of particle concept understanding on their triple representation level can provide suggestions for developing students’ triple representation ability.Firstly,we reviewed the literature on conceptual understanding and triple representation,defined the concepts and connotations of conceptual understanding and triple representation ability,and defined the content elements of conceptual understanding and the level of triple representation ability in the context of the "macro-and micro-discrimination" literacy level.Secondly,based on the content elements and the triple representation level,the test questions and the triple representation questionnaire were developed.Then,247 students from two general high schools in Jining City,Shandong Province were selected as the subjects of the study,and the data were collected and processed by using the particle concept comprehension test questions.6 students with high levels of particle concept comprehension,7 students with a medium level of particle concept comprehension,and 7 students with the low level of particle concept comprehension were selected as the typical subjects,and the triple representation ability test questionnaire was applied to them.The test was administered using the triple representation questionnaire and the outgoing thinking method.Finally,SPSS 21.0 software was used to statistically analyze the data of the 20 subjects and to analyze the triple representation ability of students with different levels of particle concept understanding,to draw conclusions,and to propose corresponding teaching suggestions.The results showed that(1)high school student’s level of conceptual understanding of particles significantly affected their triple representation ability;(2)the difficulty of the test questions affected high school students’ triple representation level;(3)the higher level of presentation and higher difficulty of the test questions combined to affect high school students’ triple representation level.Innovations:(1)Defining the components and levels of triple representational ability,which provides a new analysis idea and framework for analyzing students’ triple representational ability in the future.(2)The development of a triple representation ability assessment questionnaire provides a new tool for future triple representation ability assessment.(3)To clarify the relationship between the level of students’ conceptual understanding of particles and the triple representation ability,which provides a new basis for improving students’ triple representation ability in chemistry teaching.