Empirical Study on Impact of Chemical Situational Materials on Students’ Chemistry Attitudes
ZHU Xiu-Jin1,2, JIA Yun-Fan1, HE Su-Lin2, HUANG Yan-Ning3*, WANG Kai4, SHI Hong-Chi1
1. Jiangsu Rugao Senior High School, Nantong 226599, China; 2. School of Education, Trinity College Dublin, Dublin D02 PD25, Ireland; 3. College of Teacher Education, Capital Normal University, Beijing 100081, China; 4. Jianhu No. 2 Middle School, Yancheng 224799, China
Abstract This study aims to investigate the impact of different chemical situational materials on students’ chemistry attitudes. During the teaching of concentrated sulfuric acid properties, different teaching contexts were created. Through quantitative analysis methods, this research compares the effects of positive and negative chemical situational materials on students’ chemistry attitudes. The findings reveal that high school students generally have a low level of chemistry attitudes. Moreover, positive chemical teaching materials significantly enhance students’ chemistry attitudes, while negative materials have a detrimental impact. Based on the research outcomes, specific recommendations for teachers on selecting and adjusting situational materials are provided from perspectives such as material choice and processing.
ZHU Xiu-Jin, JIA Yun-Fan, HE Su-Lin, HUANG Yan-Ning, WANG Kai, SHI Hong-Chi. Empirical Study on Impact of Chemical Situational Materials on Students’ Chemistry Attitudes[J]. Chinese Journal of Chemical Education, 2025, 46(17): 55-59.
