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首页> 外文期刊>American journal of applied sciences >CONCEPTUAL UNDERSTANDING IN SECONDARY SCHOOL CHEMISTRY: A DISCUSSION OF THE DIFFICULTIES EXPERIENCED BY STUDENTS
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CONCEPTUAL UNDERSTANDING IN SECONDARY SCHOOL CHEMISTRY: A DISCUSSION OF THE DIFFICULTIES EXPERIENCED BY STUDENTS

机译：中学化学的概念理解：对学生所经历的困难的讨论

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摘要

It has been widely discussed that students' conceptual alternatives in science play a vital role in shaping their scientific understanding acquired through formal science learning. As one of the components in the science subject, students coming to chemistry lessons also bring in them own chemistry conceptual alternatives. It is widely argued that meaningful learning occurrs if students' actively construct their own understanding out of conceptions they already possess. Thus, it is inescapable that students will need to draw on their alternative conceptions and perhaps rearrange or refuse them to form new concepts. Specifically, this study intends to investigate the conceptual alternatives that students hold in chemistry. The Conceptual Chemistry Test containing 23 multiple choice items which covered 7 topics in the Malaysian Secondary Chemistry Syllabus was specifically designed to reveal students' alternative conception in chemistry. The respondents comprised 317 Form Five students who took chemistry in school. The reliability of the instrument was measured using Kuder-Richardson (KR-20) and the result showed a moderate value of .50. The researchers, with the help of chemistry experts, have developed the test content and face validity. The result showed that students' mean score was below 40 and this indicated that they hold significant alternative conception in chemistry. The implication of this research is to emphasize effort to motivate chemistry teachers to use alternative strategies, such as constructivism and cognitive scaffolding in an effort to remedy students' existing conceptual alternatives.
机译：人们已经广泛讨论过，学生在科学上的观念选择对塑造通过正规科学学习获得的科学理解起着至关重要的作用。作为理科课程的组成部分之一，参加化学课程的学生也可以从中学习自己的化学概念选择。普遍认为，有意义的学习发生者是学生根据已经拥有的概念主动建立自己的理解。因此，不可避免的是，学生将需要利用他们的替代概念，也许重新排列或拒绝他们形成新的概念。具体而言，本研究旨在调查学生在化学领域中所持有的概念选择。概念化学测试包含23个多项选择题，涵盖了《马来西亚中学化学提纲》中的7个主题，旨在专门揭示学生在化学方面的替代概念。受访者包括317名中五学生，他们在学校学习过化学。使用Kuder-Richardson（KR-20）测量了仪器的可靠性，结果显示中等值为0.50。研究人员在化学专家的帮助下，开发了测试内容和面部有效性。结果表明，学生的平均分数低于40，这表明他们在化学方面持有重要的替代概念。这项研究的目的是强调努力激励化学老师使用替代策略，例如建构主义和认知支架，以补救学生现有的概念替代方法。

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