Distribution of Chemical Thinking in High School Chemistry Curriculums Based on Conceptual Profiles Theory
CHI Ming1, ZHENG Chang-Long2*
1. Institute of Teacher Education, Northeast Normal University, Changchun 130024, China; 2. Institute of Chemistry Education, Northeast Normal University, Changchun 130024, China
Abstract Disciplinary thinking is an important starting point for the development of the core literacy of chemistry. How to show the way of disciplinary thinking contained in the content of chemistry curriculum in our country is the key link for the implementation of the core literacy of the subject at the classroom level. Conceptual profiles theory is an important tool that has emerged in international science education in recent years to represent the way of thinking. Under this theoretical perspective, international science education researchers have constructed six ways of thinking about understanding and analyzing matter. Through qualitative content analysis, this research presents the distribution of six ways of thinking in our country's middle school chemistry curriculum standards. The research results show that system thinking occupies an important position in the chemistry curriculum standards of middle schools in our country, and the disciplinary thinking mode changes from perceptual to rational with the change of the semester.
CHI Ming, ZHENG Chang-Long. Distribution of Chemical Thinking in High School Chemistry Curriculums Based on Conceptual Profiles Theory[J]. Chinese Journal of Chemical Education, 2023, 44(1): 22-28.
