Application of Cognitive Model of Crystal Structure Based on Multiple Representations in Senior High School Chemistry Revision
QI Hong-Tao1*, ZHAO He-Lin2, WANG Lan3
1. Taiyuan No.5 Middle School,Taiyuan 030012,China; 2. The Affiliated High School of Shanxi University,Taiyuan 030006,China; 3. The Experimental High School Attached to Beijing Normal University, Beijing 100032,China
Abstract Given the highly abstract nature of crystal structure knowledge in senior high school chemistry,as well as students’ cognitive deficiency in the learning process: where they tend to focus merely on unit cells while overlooking the key logic that crystals are formed by the seamless and juxtaposed arrangement of unit cells: a cognitive model of crystal structures based on the intercorrelation of multiple representations has been constructed and put into practice. A four-stage progressive teaching process was designed. First,based on the existing cognitive models of crystal structure,multiple representations of the unit cell were integrated. Second,the dynamic and mutually explanatory correlations among various representations were further established to refine this cognitive model. Third,cognitive transfer was achieved by taking the sodium chloride unit cell as the prototype. Finally,the model was applied to solving unfamiliar and complex problems related to crystals. Practice has shown that this model effectively addresses the learning difficulties,improves students’ ability to analyze crystal structure-related problems,implements the core competencies of chemistry,and provides a scalable practical approach for the in-depth revision of crystal.
QI Hong-Tao, ZHAO He-Lin, WANG Lan. Application of Cognitive Model of Crystal Structure Based on Multiple Representations in Senior High School Chemistry Revision[J]. Chinese Journal of Chemical Education, 2026, 47(15): 63-71.
