Problem Design Strategies in High School Chemistry Modeling Teaching

Abstract

As one of the core competencies of the chemistry discipline under the new curriculum standards, the key to cultivating chemical modeling lies in placing students in real inquiry situations where they actively construct models. This paper aims to construct a progressive problem-chain design strategy of “phenomenon-driven, conflict-construction, and iterative refinement”. Starting from real or abnormal chemical phenomena as the inquiry starting point, through carefully designing cognitive conflict problems, students are prompted to expose and reflect on the limitations of their initial models. Then, through a series of scaffolded and iterative problems, students are guided to independently modify, test, and generalize the models, achieving a spiral ascent from pre - scientific concepts to scientific models. It is hoped to provide front - line teachers with a set of operable and systematic problem - design methodologies.