Abstract Content of material structure leads to a large number of alternative framework of students, which affects students’ learning and deep understanding of chemical concepts. This study focuses on the alternative framework of “atomic structure” of high school students. By integrating relevant research results at home and abroad, this paper analyzes the causes of alternative framework from the perspective of thinking, and puts forward teaching strategies to change students’ alternative framework and promote conceptual understanding.
SHI Guan-Xue, LU Shan-Shan, BI Hua-Lin. Cognitive Cause Analysis and Transformation Strategy of the Alternative Framework of “Atomic Structure” in High School Students[J]. Chinese Journal of Chemical Education, 2020, 41(1): 30-35.
