摘要
采用准实验研究设计,选择高一年级2个班的学生作为实验对象,对实验组学生进行教学干预,让他们采用解释驱动探究学习电解质和氧化还原反应概念,控制组学生按照学校正常教学安排进行.结果显示实验组学生的概念理解高于控制组,并且对氧化还原反应概念的理解呈现显著性差异.解释驱动探究有效促进了学生对科学概念的理解和迁移,并消除了相异构想.
This paper selected two classes as experimental subjects based on quasi-experimental design. The experimental group was treated using explanation-driven inquiry to learn electrolyte and oxidation-reduction reaction, while control group was on school schedule by their own teachers. The results showed that the experimental group students had higher scores on concept understanding assessment, and had significant difference in understanding concept of oxidation-reduction reaction. The conclusion was that explanation-driven inquiry could effectively promote students＇ understanding of chemistry concepts, and eliminate students＇ some misconceptions.
出处
《化学教育》
CAS
北大核心
2016年第21期29-35,共7页
Chinese Journal of Chemical Education
基金
国家社会科学基金教育学一般课题"社会发展视域下中学理科课程的适切性研究"(课题批准号:BHA140081)
关键词
解释驱动探究
概念学习
相异构想
电解质
氧化还原反应
explanation-driven inquiry
concept learning
alternative framework
electrolyte
oxidation-reduction reaction
