Unconventional skills such as complex problem solving are becoming increasingly important in this era (Wüstenberg et al., 2016). Problem solving not only plays an important role in STEM courses in middle schools and universities but also makes students more competitive when entering the workplace (Dunlap, 2005; Sevian et al., 2015). Science teaching should not only enable students to acquire a large amount of organized knowledge in a specific field but also, more importantly, equip students with the ability to solve problems in that field (Salta & Tzougraki, 2011; Yuriev et al., 2017). However, in the chemistry classroom, teachers still face the dilemma that students only remember factual knowledge and have a knowledge base, but they do not use the knowledge they have learned to solve problems (Bodner, 2004; Matijašević et al., 2016; Overton & Potter, 2011). Modeling is one of the core skills of scientific inquiry (Maia & Justi, 2009). In many cases, the objects of scientific research are complex, abstract, and unobservable. Researchers often construct a simplified version that is not exactly equivalent to the prototype or form a conceptual model that abstracts some features, properties and laws of the prototype. Students can also benefit from modeling. Implementing modeling teaching gives students the opportunity to use their existing knowledge to conduct “thinking experiments” and have an in-depth understanding of the behavior of complex systems (Jackson et al., 1994), thereby developing their own understanding of natural phenomena, rather than merely memorize facts and definitions (Harrison & Treagust, 2000; Hestenes, 1995; Jong et al., 2005; Maia & Justi, 2009). In the past, many researchers have confirmed the positive effect of modeling teaching on students’ knowledge development and understanding of abstract concepts (Hestenes, 1995; Jong et al., 2005; Park et al., 2017). However, there is a lack of relevant research on the impact of modeling teaching on problem solving. No empirical research has tested the impact of modeling teaching on students’ problem-solving abilities and the aspects of modeling teaching that are beneficial. Abstract. Besides improving students’ understanding of scientific concepts, chemistry teaching should also improve students’ ability of applying concepts to solve problems. The research aims to explore the effects of modeling teaching on students’ proficiency in solving galvanic cell problems. This research used a quasi-experimental design, and the independent variable of the research was the teaching method. Forty-five students in the experimental class received modeling teaching, and 48 students in the control class received lecture-style teaching. The dependent variable was the performance level of the student’s ability to solve the problem of the galvanic cell, which was evaluated using the galvanic cell proficiency assessment tool. The research results show that the students in the experimental class were significantly more proficient in solving galvanic cell problems than those in the control class. The results of unstructured interviews assisted in illustrating the role of modeling teaching in improving the proficiency of students in solving galvanic cell problems, and students in the experimental class had positive views on modeling teaching.

中文翻译：

---

原电池研究中的建模教学：高中背景

在这个时代，解决复杂问题等非常规技能变得越来越重要（Wüstenberg 等，2016）。解决问题不仅在中学和大学的 STEM 课程中发挥着重要作用，而且使学生在进入工作场所时更具竞争力（Dunlap，2005；Sevian 等，2015）。科学教学不仅应该让学生在特定领域获得大量有组织的知识，更重要的是，让学生具备解决该领域问题的能力（Salta & Tzougraki, 2011; Yuriev et al., 2017） . 然而，在化学课堂上，教师仍然面临着学生只记住事实知识并有知识基础，而没有运用所学知识解决问题的困境(Bodner, 2004; Matijašević et al., 2016; 奥弗顿和波特，2011 年）。建模是科学探究的核心技能之一 (Maia & Justi, 2009)。在很多情况下，科学研究的对象是复杂的、抽象的、不可观察的。研究人员经常构建一个不完全等同于原型的简化版本或形成一个概念模型，抽象出原型的一些特征、属性和规律。学生也可以从建模中受益。实施建模教学，让学生有机会利用现有知识进行“思维实验”，深入了解复杂系统的行为（Jackson et al., 1994），从而发展自己对自然现象的理解，而不是不仅仅是记住事实和定义（Harrison & Treagust, 2000; Hestenes, 1995; Jong et al., 2005; Maia & Justi, 2009）。过去，许多研究人员已经证实了建模教学对学生知识发展和抽象概念理解的积极作用（Hestenes，1995；Jong 等，2005；Park 等，2017）。然而，目前缺乏关于建模教学对问题解决影响的相关研究。没有实证研究测试过建模教学对学生解决问题能力的影响以及建模教学的有益方面。抽象的。化学教学除了提高学生对科学概念的理解外，还应提高学生运用概念解决问题的能力。本研究旨在探讨建模教学对学生解决原电池问题能力的影响。本研究采用准实验设计，研究的自变量是教学方法。实验班45名学生接受建模教学，控制班48名学生接受讲座式教学。因变量是学生解决原电池问题能力的表现水平，使用原电池能力评估工具进行评估。研究结果表明，实验班学生解决原电池问题的能力明显高于控制班学生。非结构化访谈的结果有助于说明建模教学在提高学生解决原电池问题能力方面的作用，实验班学生对建模教学有积极的看法。