Study on the Preconception of Junior High School Students' Chemical Equation and Its Influencing Factors
LI Chuan1, TANG Li-Meng2,3, LI Yan-Ling1, LIU Jing-Hua1**
1. School of Teacher Education, Hebei Normal University, Shijiazhuang 050024, China;
2. College of Chemistry and Material Science, Hebei Normal University, Shijiazhuang 050024, China;
3. No.1 High School in Jining,Jining 272100, China
Abstract In this study, we developed a questionnaire named “the concept and influencing factors of chemical equation in junior high school students”, in order to get students' preconception in the chemical equation (CE) connotation (the concept of CE, the meaning of CE, and the meaning of “+” and “=” in CE) and denotation (chemical symbol's significance, the uniqueness of CE, the relationship between the CEs and mathematical equations), and the external factors, such as, students' background information, the learning environment, learning style, and the existing chemistry knowledge. A total of 176 students who would learn the chemical equations, were surveyed in one junior high school in Shijiazhuang, and 8 students of them were interviewed. The results showed that while the junior high school students' CE preconceptions were different with the change of class type, math scores, extra-curricular reading type, and existing chemical knowledge level, and many existing concepts were coincident with chemists' understanding, but the students' understanding was not comprehensive, and even some were deviation. Therefore, the suggested emphasis of CE instruction was to help students learn CE through integrating macro and micro perspective, qualitative and quantitative perspective, and provided an aid to capture the function and value of diverse chemistry symbols.
LI Chuan, TANG Li-Meng, LI Yan-Ling, LIU Jing-Hua. Study on the Preconception of Junior High School Students' Chemical Equation and Its Influencing Factors[J]. Chinese Journal of Chemical Education, 2022, 43(3): 95-104.
