Development and Implementation of Teaching-Learning Sequence Based on Three Stages of Knowledge Construction of “Electrolyte Concept”
ZHU Meng-Di1,2, LU Shan-Shan1*
1. School of Chemistry, Chemical Engineering and Materials Science, Shandong Normal University, Jinan 250014, China; 2. Shandong Qingdao 58th Middle School, Qingdao 266199, China
Abstract The students’ knowledge construction develops in three stages: realist, empiricist and rationalist. The teaching-learning sequence (TLS) is a sequence of continuous “evaluation-intervention activities” that aims at promoting the stage development of short-term knowledge construction for students and is based on the learning situation of students at each stage. It can better realize the interaction between teaching and learning. In this study, a theoretical framework of TLS development based on three stages of knowledge construction was proposed and applied to the teaching of electrolyte concept. The results showed that it promoted students’ in-depth understanding of electrolyte concept.
ZHU Meng-Di, LU Shan-Shan. Development and Implementation of Teaching-Learning Sequence Based on Three Stages of Knowledge Construction of “Electrolyte Concept”[J]. Chinese Journal of Chemical Education, 2023, 44(15): 6-12.
