[[alternative]]Diagnosis and Analysis on High School Student's Conceptions of Chemical Elements

[[abstract]]The conception of chemical elements is one of the important foundation in chemistry curriculum, During the learning of chemistry, no matter what the properties of chemical compounds, application of chemical compounds or chemical equation, all are related to the concept of elements.Junior high school students normally get in touch with the concept of elements, and these elements conceptions have great influence on the chemical foundation in the future.For this reason, In order to correct students' misconceptions about chemical elements, we must diagnose and analyze the reasons for their misconceptions. The purposes of this study were as follows: (1) To diagnose the understanding of chemical elements of junior high school students. (2)To compare the difference between genders. (3)To examine the relationship of intelligence quotient (IQ) and conceptions of elements. (4)On the conception of elements, to compare between experimental test and textbook description test. In this study, the open-ended task was conducted with junior high school students, paper-and-pencil tasks were administered to junior and senior high school students. The major findings of this study were as follows: (1) Junior and senior school students had some misconceptions about matter, the periodic table and some elements. (2) When we analyzed the paper-pencil diagnostic task, for the conception of elements, we found no noticeable sexual differences in ninth and twelfth grades, and it shows that gender causes no discrepancy in elements conceptions. (3)In analyzing results of the element -conception diagnostic task, it was discovered that in ninth grade students IQ correlated signiticantly in statistics with students conception of the elements (p