Chemistry Review Instruction Integrated Learning Themes in Junior High School Based on Interdisciplinary Practical Activity “Designing Low-Carbon Action Plan”
LIU Hong-Lu1,2, SONG Xiao-Meng3, HUANG Yan-Ning4**, WANG Lei1,2,5**, DING Ling-Qiao3, ZUO Xu-Jing3, TANG Tian-Wei2, WANG Lan-Fei2
1. National Research Center for Educational Materials, Beijing 100875, China; 2. College of Chemistry, Beijing Normal University, Beijing 100875, China; 3. Beijing Bayi School, Beijing 100020, China; 4. College of Teacher Education, Capital Normal University, Beijing 100048, China; 5. Faculty of Arts and Sciences, Beijing Normal University, Zhuhai 519085, China
Abstract This study focused on the big ideas “properties and applications of substances” and “chemical changes of substances” in junior chemistry curriculum and developed a cognitive model to promote the development of students in integrating these big ideas. Taking the interdisciplinary practice “designing a low-carbon action plan” as the context, the study designed three core tasks for students, promoting students’ classification, change, and transformation conceptions to reach dynamic and systematic level, including: (1) identifying the key issues to be addressed in low-carbon actions, (2) selecting appropriate low-carbon action plans, and (3) systematically designing feasible low-carbon action plans. Based on the teaching process and students’ performance, the study summarized the effective strategies to integrate big ideas in junior chemistry curriculum.
LIU Hong-Lu, SONG Xiao-Meng, HUANG Yan-Ning, WANG Lei, DING Ling-Qiao, ZUO Xu-Jing, TANG Tian-Wei, WANG Lan-Fei. Chemistry Review Instruction Integrated Learning Themes in Junior High School Based on Interdisciplinary Practical Activity “Designing Low-Carbon Action Plan”[J]. Chinese Journal of Chemical Education, 2025, 46(21): 63-72.
