Cognitive Model of Chemical Problem Generation of Senior High School Students in Real Situation
ZHANG Wei-Hua1,2, ZHANG Li-Ping1, ZENG Yan1**
1. Institute of Chemistry Education, Central China Normal University, Wuhan 430079, China; 2. Xiamen Shuangshi Middle School of Fujian, Xiamen 361009, China
Abstract Problem generation is the first step of problem solving and the source of creativity. The study used the thinking aloud method to collect information about the thinking process of problem generation in real chemistry situations from 40 high school sophomore students, carried out the coding analysis. The cognitive behavior maps were drawn to explore the different cognitive models, characteristics and distribution of students in the generation of chemical problems. The study has found that the cognitive models of high school students generating chemical problems in real situations can be classified into three types, namely: contextual information recognition-based cognitive model of chemical problem generation, knowledge or experience linking-based cognitive model of chemical problem generation and problem iteration-based cognitive model of chemical problem generation. By comparing the characteristics of the three types of cognitive models, it is proposed to use the chemical problem generation table to make the thinking process of problem generation explicit, and guide students to generate high-quality chemical problems.
ZHANG Wei-Hua, ZHANG Li-Ping, ZENG Yan. Cognitive Model of Chemical Problem Generation of Senior High School Students in Real Situation[J]. Chinese Journal of Chemical Education, 2024, 45(13): 60-65.
