The study of concept and conceptual structure are focal topics in educational psychology and cognitive psychology, aiming to explore the organizational patterns and structural relationships among concepts. In comparison to the mature development of conceptual structure research in the social attributes domain, the development of conceptual structures in disciplinary domains still lags behind. To deepen the research on conceptual structures in disciplinary domains and enrich the methodological foundation of conceptual structures in disciplinary research and practice, this paper presents the first methodological model for conceptual structure research:the ERAI Four-Step Model (eliciting-representing-assessing-improving four-step model). Simultaneously, using the exploration of the conceptual structure of the topic “reaction heat” in high school chemistry as an example, it elucidates how psychological research tools can be applied to conceptual structure research through the model, reflects on current issues and explores possible directions for future development in the field of conceptual structure research in the discipline of chemistry.

Currently, museum education has sparked a craze, but there is still a lack of focus on the development of museum education in senior high school and a lack of attention to subject content. Taking “silicate materials” as an example, when designing high school chemistry homework based onmuseum resources, we can use big idea as clue, connect museum resources according to teaching logic, develop subject cultural depth based on the social and cultural background of cultural relics, provide real experiences through second classroom research activities, and break through field limitations through digital means.

In the teaching of complexes, guided by the big ideas of “composition and structure determine properties, properties determine purposes”, the relevant knowledge of the composition, structural characteristics, properties, and uses of complexes is organically integrated with the general idea of understanding matter, and the overall structure of unit knowledge is realized. Select related materials familiar to students, create a chain of enlightening questions, build a step for students' cognitive development, use the “macro-micro-symbol” triple representation to carry out student activities, guide students to analyze the properties and changes of matter from the perspective of macro and micro combination, open up the vertical and horizontal connections between knowledge, promote the structuring of knowledge and cognitive ideas, and cultivate students' structured thinking and discipline core literacy.

The construction of “classification view” helps students to form an orderly understanding of the material world, and provides a basic framework for the formation of other chemical concepts, and promotes the cultivation of students' core literacy. In view of the difficulties in the construction of students' “classification view”, the design of card games and teaching practice not only completed the teaching goal, but also made students more interested in chemistry.

The education influencing factors in the growth process of Nobel Prize winners in chemistry were identified through literature analysis, and the scoring criteria of education influencing factors were formulated. The education influencing factors in the growth process of Nobel Prize winners in chemistry were assigned according to the scoring criteria through the autobiographies and related books provided by Nobel Prize winners in chemistry on the official website of the Nobel Prize. The assigned results will be subjected to principal component analysis to reveal the relationship between these factors and explain the conclusions obtained.

Four stage test questions were used as the main tool to evaluate the construction of mental models of “ethanol” for senior one students. The types of mental models and the proportion of students with corresponding types were statistically analyzed around five knowledge points, namely, the molecular structure of ethanol, the acidity and alkalinity of ethanol, the reaction between ethanol and sodium, the oxidation reaction of ethanol, and the esterification reaction of ethanol, and the related learning difficulties were discussed. The results showed that students had constructed five types of 17 kinds of unscientific mental models, of which 13 were truth defect models with high confidence index.

The aim of this study was to diagnose the mastery pattern and learning difficulties associated with the concept group “molecular geometry” among high school students, as well as explore the methods employed by students for analyzing molecular geometry and their corresponding learning challenges. A self-designed test was utilized as the research tool. The participants consisted of 639 students from five high schools in Hainan province. The DINA model and maximum posterior estimation were employed to determine attribute mastery patterns and mastery ratios. The findings revealed that: (1) High school students encountered learning difficulties primarily related to understanding concepts such as lone electron logarithm, valence electron logarithm, and molecule polarity within the concept group “molecular geometry”; (2) Apart from theoretical learning paths, there were also non-theoretical approaches adopted by students to comprehend the concept group “molecular geometry”, particularly focusing on concepts like lone electron logarithm, VSEPR model, molecular geometry, and hybrid orbital types.

The high school organic chemistry textbook illustrates the substitution and elimination reactions of halogenated hydrocarbons using the reaction of bromoethane with sodium hydroxide as an example, qualitatively describing the reaction patterns (water and alcohol solutions respectively favor substitution and elimination reactions). This paper investigated the molecular mechanism of the reactions using computational chemistry methods, calculated the kinetics and thermodynamic properties of the reactions, and provided microstructural information and intuitive physical images of the reactions. The research findings contributed to deepening students' understanding of the reaction properties and patterns of halogenated hydrocarbons, while the research methods helped students recognize that computational chemistry was an important tool for studying chemical reaction mechanisms.

The reaction experiment between Cu and concentrated H₂SO₄ is an important experiment for senior high school students to understand strong oxidizing properties of concentrated H₂SO₄. According to the method given in the textbook, it was found that the reaction solution contained black insoluble substances, which interfered with students' understanding of the strong oxidizing nature of concentrated H₂SO₄. At the same time, the identification process of the product CuSO₄ in the experiment was cumbersome and dangerous. To address this issue, experimental conditions were optimized from three factors: concentration of concentrated H₂SO₄, reaction temperature, and amount of Cu tablets used. The experimental results showed that the reaction could be clearly observed under the conditions of 5 mL H₂SO₄ concentration of 90%, reaction temperature of 180 ℃, and copper sheet mass of 0.1 g,the generation of white mist SO₂, the presence of blue solution (CuSO₄), and the absence of insoluble substances. The optimized experiment had a higher matching degree between the experimental phenomena and the chemical equation given in the textbook regarding the reaction, which could effectively help students construct the strong oxidation of concentrated H₂SO₄. At the same time, the operation process was simple, with less time, good safety, and enhanced reproducibility.

To enrich students' experience in the application of complex in life, an interesting chemistry experiment was designed. Using different metal salts as mordants, natural colorants were extracted from madder, mulberry and Gynura bicolor to dye cotton fabric,and the dyeing effect and color stability were compared. The experimental results showed that metal ions form complexes with colorants and cellulose, which could improve the dyeing fastness. The experimental phenomenon had been explained by the theory of complex structure. Experiments had found that cotton fabrics dyed with mulberries and Gynura bicolor had severe color fading after washing, and the color of mulberries dyed fabrics was greatly affected by the pH of the environment, making them prone to discoloration. Therefore, both were not suitable as experimental materials. The reagent used in this interesting experiment was cheap, easy to operate, and could provide an experimental case for the teaching of complex.

In a discussion of whether salt double hydrolysis could be carried out in the end, students calculated that the equilibrium constant of AlCl₃ and CH₃COONa was very large, but subsequent experiments found that there was no significant phenomenon after mixing the two salt solutions. Access to data and design experimental studies showed that mixing AlCl₃ and CH₃COONa solution at room temperature might obtain a weak electrolyte Al(CH₃COO)₃. When the temperature increased, Al(CH₃COO)₃ might undergo first-order ionization to obtain Al(CH₃COO)²⁺, which reacted with OH^- in solution to form white precipitates such as Al(OH)(CH₃COO)₂. Using this experiment as a real-life scenario to implement teaching activities, this paper guided students to understand the scientific method of “finding problems, proposing hypothesis, experimental verification and drawing conclusions”, explored the teaching function of the experiments, and developed students' core qualities of disciplines such as evidence reasoning, experimental inquiry and innovative consciousness.

Improvements were made to the experiment of extracting crude potassium carbonate from plant ash. A micro charcoal furnace was designed to replace alcohol lamps, a micro stirrer was designed, and an integrated leaching and filtration device was designed, greatly reducing the experimental time and making the experiment easier to promote. This paper purposefully explored new uses of various commercial products and applied them in chemical experiments, making experimental equipment low-cost, easy to transport, energy-saving, green, and universally applicable.

This paper investigated the reason for the difference between the amount of hydrochloric acid V₁ consumed in the first step and the amount V₂ consumed in the second step of the stepwise reaction between sodium carbonate and hydrochloric acid, which obtained using a self-constructed experimental setup and digital technology, by examining the pH curve. The experimental results indicated that the main reason for the difference between V₁ and V₂ was the effect of stirring speed, titration rate, solution concentration, and solution temperature on the pH sensor's lag response. Under conditions of sufficient stirring during the titration process, with faster titration rate, V₁ was greater than V₂ and the difference was larger. A higher concentration of sodium carbonate led to higher solution viscosity, exacerbating the lag response of the pH sensor. On the other hand, higher solution temperature decreased the solution viscosity, resulting in a smaller difference between V₁ and V₂. When the sodium carbonate concentration was low, the amount of sodium bicarbonate formed by the reaction between dissolved carbon dioxide in the water and sodium carbonate solution could not be neglected, and the purified water of the preparation solution was best used after boiling and cooling.

This paper investigated the influence of various factors on the catalytic efficiency during the oxidation of ethanol. These factors included the type of metal catalyst, contact area, heat collection levels, surface roughness, and catalyst placement. The catalytic oxidation of ethanol was studied by measuring the number of air blasts required to decolorize bromine water, a method used to quantify the conversion rate of ethanol to acetaldehyde for comparative analysis of different catalysts' effectiveness. The findings indicated that silver catalysts outperformed copper in terms of catalytic activity. Additionally, factors such as larger contact area, higher heat collection, greater surface roughness, and strategic catalyst placement were found to significantly enhance the catalytic effect.

Visual micro chemical experiments were designed with “drop” as the unit of measurement and macro photography as the observation method. The formation of copper-ammonia complexes, silver-ammonia complexes, and iron-ion (Ⅲ) complexes was explored in surface dishes to achieve planarized reaction space. The utilization of a smartphone equipped with a macro lens enabled the elucidation of distinctions between complexes and precipitation. Utilizing projection technology, microscopic phenomena such as the formation and dissolution of precipitates during experiments could be clearly presented in the classroom. The formation of copper-ammonia complexes yielded exquisitely crystalline precipitates, showcasing their aesthetic appeal during the preparation process. The improved experiments possessed the attributes of visualization, miniaturization, safety and environmental protection.

There is tautomerism between keto form and enol form of some carbonyl compounds. In this paper, the difference of stability of the two isomers and the factors affecting the stability of the enol form structure are analyzed from different angles. The applications of the enol form structure in several common organic reaction mechanisms are also presented.

Taking the United States, Australia, and New Zealand as examples, this paper conducts an in-depth analysis and comparison of the construction experiences of international scientific literacy assessment systems from three dimensions: assessment frameworks, assessment tools, and assessment results. Based on this, the following four suggestions are proposed for the construction of a scientific literacy assessment system for adolescents in China: (1) Establish a scientific literacy assessment framework that aligns with China's national conditions, aiming to uncover talented individuals in scientific and technological innovation;(2) Develop comprehensive and hierarchical scientific literacy assessment tools centered on the development of interdisciplinary problem-solving skills; (3) Establish a scientific literacy assessment scale for primary and secondary schools in China with an international comparative perspective; (4) Guide the long-term development of science education in primary and secondary schools through collaborative participation of families, schools, and communities.

Due to the impact of the COVID-19, blended teaching (BT) has become the new normal of chemistry teaching in high school. However, there are currently few studies exploring the effectiveness of BT in high school chemistry teaching. In order to better analyze the effect of BT in high school chemistry and give full play to the advantages of BT, meta-analysis is used as a research method to quantitatively analyze the research results of BT in high school chemistry in the past 10 years at home and abroad. The results show that: (1) BT has a large positive effect on teaching (Hedges's g=0.811, 95% CI [0.659,0.934]), especially on chemical skills and achievements; (2) Among the characteristics of the subject, BT is more conducive to the study of experimental chemistry knowledge; (3) In terms of teaching characteristics, asynchronous interaction, online teaching + face-to-face teaching + online teaching (OFO) can improve the effect of BT; (4) In terms of the characteristics of research methods, the intervention time of 0~3 months is more conducive to improving the BT effect of high school chemistry. In conclusion, BT can effectively improve the teaching effect of high school chemistry.