Assessment of “Crystal” Mental Model of Senior Two Students Under Guidance of Core Literacy
LI Sheng-Yuan1**, HUANG Tai-Rong2, GAO Xing-Yuan3
1. Teacher Development Center in Xinhui District, Jiangmen 529100, China; 2. Jiangmen No.1 Middle School, Jiangmen 529080, China; 3. College of Chemistry and Materials Science, Guangdong Second Normal University, Guangzhou 510303, China
Abstract Based on the core literacy of chemistry in the 2017 Edition and 2020 Revision of the General High School Chemistry Curriculum Standards, a four stage test and semi-structured interview method were used to evaluate the “crystal” mental models held by high school students in their sophomore year, focusing on five dimensions: unit cell, basic crystal characteristics, crystal type judgment, crystal melting point comparison, and crystal calculation. Based on students’ cognitive deficiencies, a total of 14 non scientific mental models were classified into five categories, all of which were true defect models with high confidence index. Relevant learning difficulties were discussed, and teaching suggestions were proposed to promote the development of core competencies in chemistry.
LI Sheng-Yuan, HUANG Tai-Rong, GAO Xing-Yuan. Assessment of “Crystal” Mental Model of Senior Two Students Under Guidance of Core Literacy[J]. Chinese Journal of Chemical Education, 2025, 46(15): 67-73.
