Practical Research on Using Example Learning in Teaching Chemical Symbol Skills: Naming of Straight-Chain Alkane
CHEN Jun-Jie1, LI Jia2, CHEN Hong3, LIN Ya-Chen2**
1. Huangyan High School,Taizhou 318020, China; 2. Central China Normal University, Institute of Chemical Education,Wuhan 430079, China; 3. Tiantai High School,Tiantai 317200, China
Abstract Taking senior one student as the research object, this paper studies the effects of using true or false sample learning and improving the variability of true or false sample learning on students' test scores and cognitive load. The results show that the total test score of the high-variation true-error sample group is significantly higher than that of the correct sample group. In the near transfer test, learning with true or false samples and increasing the variability of true or false samples have no effect on test scores. In the remote migration test, the test scores of the high-variance true-error sample group are significantly improved; Compared with correct sample learning, true-error sample learning can effectively reduce learning cognitive load. It is recommended to use high variability examples in teaching chemical symbol skills, which can effectively improve students' test scores; Actively use examples of correct and incorrect learning to reduce cognitive load on students.
CHEN Jun-Jie, LI Jia, CHEN Hong, LIN Ya-Chen. Practical Research on Using Example Learning in Teaching Chemical Symbol Skills: Naming of Straight-Chain Alkane[J]. Chinese Journal of Chemical Education, 2024, 45(9): 61-65.
