Empirical Study on Improving Students’ Problem-Solving Ability by Inquiry-Based Chemistry Experiments
WU Han-Qing1,2*, LI Shi-Yu1, HE Wei-Xiang1
1.Institute of Chemistry Education, Capital Normal University, Beijing 100048; 2.School of Teacher Education, Capital Normal University, Beijing 100037
Abstract What is the relationship between problem-solving ability in chemistry inquiry experiment and students’ exploratory experiment experience? This is an important problem, but there is a lack of relevant research. This study divided the students with the same academic level in a demonstration high school in Beijing for the same number of two samples, which was, 96 students who participated in an elective course of Chemical Inquiry Experiment (experienced) and those who did not attend (non-experience). Using self-made scales and test questions, the test results showed that the ability of the experienced students to solve the problem was higher than that without the experience; the two kinds of students had little difference before the problem solving, but in the middle and late period of the problem solving, the average score of the students with experience was obviously higher than that of the non-experienced students; in the process of designing and solving problems, students with experience were significantly better than those without experience in their overall thinking, process regulation, and ability performance. It showed that the chemistry exploration experiment experience played an important role in students’ problem-solving ability. Based on this, this paper put forward corresponding teaching strategies and suggestions from three aspects: school, teachers and students.
WU Han-Qing, LI Shi-Yu, HE Wei-Xiang. Empirical Study on Improving Students’ Problem-Solving Ability by Inquiry-Based Chemistry Experiments[J]. Chinese Journal of Chemical Education, 2020, 41(3): 78-82.
