Learning Difficulties of Periodic Table and Law of Elements Based on Students' Cognitive Structure Exploration
CUI Jun-Li1, YAN Chun-Geng2, LU Shi-Huan1, ZHOU Qing1,3
1. School of Chemistry & Chemical Engineering, Shaanxi Normal University, Xi'an 710062, China;
2. Teacher Education Development Center, Northwestern Polytchnial University, Xi'an 710072, China;
3. National Innovation Center for Assessment of Basic Education Quality, Beijing Normal University's No.34 Sub Center Shaanxi Normal University, Beijing 100875, China
Abstract This paper aimed to explore high school students' cognitive structures and identify their learning difficulties of ‘periodic table and law of elements’ by using the flow maps method. Quantitative and qualitative analysis data showed that: (1)students tended to use describing and conditional inferring information processing strategy to construct knowledge; (2)there was significant correlation between misconceptions in the cognitive structure and the incorrectly use of comparing and contrasting strategy; (3)the logical order of students' knowledge construction was always from "Table"to "Law"or "Structure"; (4)students focused on remembering the rules and often ignored the nature of the reasons.
CUI Jun-Li, YAN Chun-Geng, LU Shi-Huan, ZHOU Qing. Learning Difficulties of Periodic Table and Law of Elements Based on Students' Cognitive Structure Exploration[J]. Chinese Journal of Chemical Education, 2017, 38(9): 20-26.
