Abstract This paper expounds the influence of the model materials difference on the students’ concept cognition level by using three courses of the “molecules and atoms” as the carrier. Through the method of control variables and the research methods of “pre-test questionnaires, class teaching, pro-test questionnaires and interview questionnaires”, the following conclusions are drawn: (1) It is more beneficial for the students to construct the concept of “molecules” and “atoms” by using the pedagogical analogical models, and it is more beneficial for students to construct the concept of “explaining physical change and chemical change from microcosmic angle” by using iconic and symbolic models. (2) From the perspective of knowledge, the use of iconic and symbolic models to organize teaching can help students to construct the concepts of “molecules and atoms” to a higher level. From the view of modeling ability, the use of iconic and symbolic models teaching can cultivate students’ abilities of image recognition and description, and it can cultivate students’ abilities of practice and space modeling by using pedagogical analogical models. Using two models at the same time to teach students the best degree of concept constructions and the level of concept construction is higher. (3)At the same time, the author puts forward some suggestions on the compiling of teaching materials, teachers’ teaching methods and students’ learning methods.
CHEN Yue, ZHANG Wen-Hua. Influence of Model Material Differences on Junior High School Students’ Cognitive Level of “Molecules and Atoms”[J]. Chinese Journal of Chemical Education, 2020, 41(5): 53-59.
