Impact of Intuition on Students’ Alternative Frameworks of Chemistry and Its Transformation Teaching Strategies
ZOU Qiao-Qiao1,2*, LU Shan-Shan2
1. No.6 Middle School of Yantai Economic and Development Area, Yantai 264006, China; 2. School of Chemistry, Chemical Engineering and Materials Science, Shandong Normal University, Jinan 250014, China
Abstract Intuition is an important factor in the potential influence of students’ learning. Students’ intuition will lead to the occurrence of different ideas in the learning process. Those deep-rooted intuitions make it difficult to achieve conceptual transformation. Based on the research on the same conception, this study proposes the rules of intuition to follow, and uses the self-edited questionnaire to explore the intuition of 217 students in junior and senior high school. The results show that the intuition of different rules has different degrees of impact on the formation of students’ differences, and the intuition of junior high school students and senior high school students is not completely consistent. According to the results of 40 students’ interviews, the reason for intuition is summarized, and the corresponding teaching strategies are proposed on this basis.
ZOU Qiao-Qiao, LU Shan-Shan. Impact of Intuition on Students’ Alternative Frameworks of Chemistry and Its Transformation Teaching Strategies[J]. Chinese Journal of Chemical Education, 2025, 46(19): 78-84.
