| Summary: | 碩士 === 國立臺灣師範大學 === 化學研究所 === 91 === In chemical education, we usually put our focus on the changes of materials at the microscopic level from the macroscopic level. One indispensable part in the process of the presentation is chemical symbols. Using models to perform our teaching activities involves integration of three aspects. This research is designed to find out the way to help students comprehend the process of the electro-analysis in electrolyte containing aqueous solutions and to observe how the mental models of ninth-graders are constructed and changed. We put guided inquiries and animated simulations together with regular textbooks to assist students to construct their mental models in the field of electro-analysis. When we diagnosed the preliminary knowledge of students, we also observed where students put their focuses on in modeling. The subjects of this research, consisting of forty-nine students, are divided into one test group and one control group.
The results of our study indicate that:
1. Students’ misconceptions about electro-analysis are highly influenced by the descriptions in their textbooks and the pedagogies that their teachers have applied on them. Besides, if students do not understand the actual meaning of chemical symbols, they tend to overextend their understanding to these symbols and solve problems only according to surface similarities of questions.
2. Comparing the conception changes of the test group and the control group, we found that the experiment activities and animated simulations significantly effected (p= .018) on helping students build electro-analysis models as well as enhancing the confidence when answering questions.
3. After analyzed students’ mental model in the field of chemical effect on electric current, the results show that some students’ mental model are not consistent in different expressions of the same questions. The elements in mental model cannot be randomly linked together. For example, mental model of electron and ion movement must belong to science model first, then the model of electron conductive method in solution phase can be linked to the same science model too.
4. From the view of mental model, the test group and the control group showed a big difference after the instruction. The instruction method of this research is considered to be able to offer students opportunity to operate according to their original conception and to create a chance of conception conflict that made the test group show better performance in post-test.
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