Senior High School Students’ Chemical Epistemological Beliefs, Chemistry Learning Strategies and Their Relationships
YU Song-Fa1,2, DENG Feng1**, ZHONG Mei1,3, CHU Du-Jun1
1.School of Chemistry, South China Normal University, Guangzhou 510006, China;
2.Yangang Middle School, Shenzhen 518000, China;
3.Duanzhou Middle School, Zhaoqing 526000, China
Abstract This study examined the profiles of chemical epistemological beliefs and chemistry learning strategies held by 381 high school students. The relationships between chemical epistemological beliefs and chemistry learning strategies were also investigated by the structural equation model. Results indicated that the participants had higher scores in each dimension of chemical epistemological beliefs, that was, they tended to adopt constructivist-oriented chemical epistemological beliefs; In chemistry learning strategies, high school students tended to adopt deep chemistry learning strategies; In addition, high school students’ chemical epistemological beliefs were significantly correlated with their chemistry learning strategies and students with constructivist-oriented chemical epistemological beliefs tended to adopt deep chemistry learning strategies. At the end, this article provided relevant suggestions for high school chemistry teaching and research in China.
YU Song-Fa, DENG Feng, ZHONG Mei, CHU Du-Jun. Senior High School Students’ Chemical Epistemological Beliefs, Chemistry Learning Strategies and Their Relationships[J]. Chinese Journal of Chemical Education, 2020, 41(5): 73-77.
