Development of the Cognitive Perspective of “Composition of Matter” and Its Pedagogical Implications
ZHANG Qian-Feng1, CHI Ming1, ZHENG Chang-Long2**
1. Faculty of Teacher Education,Northeast Normal University,Changchun 130024, China; 2. Institute of Chemistry Education,Northeast Normal University,Changchun 130024, China
Abstract The perspective of chemical cognition refers to the side, angle, or entry point of understanding the characteristics and laws of matter and its changes, which has received widespread attention due to its unique disciplinary and literacy development functions. This paper presents the development of the theme of “composition of matter” from two aspects: the basic composition of matter and the functional composition of matter. The implication for the “literacy based” chemistry classroom teaching is to focus on constructing a perspective of chemistry cognition based on subject primacy issues, developing a perspective of chemistry cognition based on advanced teaching design, and transferring a perspective of chemistry cognition based on challenging learning tasks.
ZHANG Qian-Feng, CHI Ming, ZHENG Chang-Long. Development of the Cognitive Perspective of “Composition of Matter” and Its Pedagogical Implications[J]. Chinese Journal of Chemical Education, 2024, 45(13): 66-72.
