Abstract This paper selected two classes as experimental subjects based on quasi-experimental design. The experimental group was treated using explanation-driven inquiry to learn electrolyte and oxidation-reduction reaction, while control group was on school schedule by their own teachers. The results showed that the experimental group students had higher scores on concept understanding assessment, and had significant difference in understanding concept of oxidation-reduction reaction. The conclusion was that explanation-driven inquiry could effectively promote students' understanding of chemistry concepts, and eliminate students' some misconceptions.
LU Shan-Shan, BI Hua-Lin. Promoting Students' Understanding of Chemistry Concepts Based On Explanation-Driven Inquiry[J]. Chinese Journal of Chemical Education, 2016, 37(21): 29-35.