Research on High School Students’ Mental Models in Learning Ionization Balance
XUE Lin1, YAN Chun-Geng2, CUI Jun-Li1, ZHOU Qing1,3**
1.College of Chemistry, Shaanxi Normal University, Xi’an 710062,China; 2.Northwestern Polytechnical University, Xi’an 710072,China; 3.Shaanxi Normal University Branch, Collaborative Innovation Center of Assessment toward Basic Education Quality at Beijing Normal University, Xi’an 710119,China
Abstract Based on the two-tier diagnostic tests and semi-structured interviews, the ionization balance mental model of the second-year high school students was evaluated. It was found that the students constructed a total of 11 non-scientific mental models, including the balance basis model, the hydrolysis basis model, the conductive basis model, and the keying basis model were constructed in the strong and weak electrolytes. The static model and the constant basis model were constructed in the ionization equilibrium state. The limit myth model and the error analog model were constructed in the movement of ionization equilibrium. The K-Q myth model and the energy impact model were constructed in the ionization equilibrium constant. At the same time, combined with the test questions and interview, the causes of the students’ non-scientific mental models were discussed. Ultimately, the corresponding teaching suggestions were provided for teachers.
XUE Lin, YAN Chun-Geng, CUI Jun-Li, ZHOU Qing. Research on High School Students’ Mental Models in Learning Ionization Balance[J]. Chinese Journal of Chemical Education, 2020, 41(3): 47-51.
