Analysis of Senior High School Students' Learning of Scientific Principles Based on the Knowledge Space Theory: A Case of Oxidation-Reduction Reaction
MAI Yu-Hua1,2, HE Qing-Hui1, XIAO Xin2
1. Guangzhou Xiehe Middle School, Guangzhou 510160, China;
2. School of Chemistry and Environment, South China Normal University, Guangzhou 510006, China
Abstract The aim of this study was to investigate how 561 grade 10th students from six different senior high schools in Guangzhou learn oxidation-reduction reaction by applying Knowledge Space Theory. The result showed that:(1) Students from different schools had learning difficult in core knowledge. Significant differences were found in the scores of different schools. (2) Large differences in the numbers of knowledge state and the structure of knowledge space were found. (3) Some school students' critical learning paths were similar to expert's critical learning path, but the others were not. This paper also discussed the method of applying knowledge space theory to promote high school students to study scientific principles.
MAI Yu-Hua, HE Qing-Hui, XIAO Xin. Analysis of Senior High School Students' Learning of Scientific Principles Based on the Knowledge Space Theory: A Case of Oxidation-Reduction Reaction[J]. Chinese Journal of Chemical Education, 2018, 39(19): 34-40.
