Table 4 Results of categorizing the data

Unit 4

Low-Carbon Action

Understanding of core ideas

[Classroom observations]

S: The power supply mode in China is thermal power generation, and many combustibles contain carbon. According to the conservation of elements, these combustibles will be converted into carbon dioxide after combustion. Therefore, adjusting the air-conditioning temperature to be moderate (not too low or too high) can reduce the generation of carbon dioxide.

Collaboration

[Focus group interviews]

R2: How well does your group work together?

S: We did not know anything at first. I thought that group collaboration meant helping each other when we did experiments. I was the only one doing the work in the group, slowly everyone wanted to do something for our group.

Motivation to learn chemistry

[Focus group interviews]

R1: After studying this unit, how do you feel about studying chemistry?

S: More and more curious. More and more interested.

Environmental awareness

[Focus group interviews]

S: Today, I learned that the air-conditioning temperature also has a great effect on the environment, it can affect many things. We should start action right now and do something that we can truly do.

Unit 5

Reasonable Use of Metal Products

Understanding of core ideas

[Classroom observations]

S: The outer shell and inner layer of the thermos cup we chose are made of food-grade pp. material. The innermost layer is made of stainless steel, which was chosen because of its strong thermal conductivity, high temperature resistance, and corrosion resistance.

Problem solving

[Classroom observations]

S: When we drink water, if we mix cold and hot water, bacteria growth will increase, which is not good for our health. Our group wanted to design a thermos cup so people could drink hot water at any time. Then, we wondered whether we could put boiling water at 100 degrees Celsius into our cup to make the water reach a constant temperature of 55 degrees Celsius. This idea stimulated our research interest. After our preliminary research, we finally designed such a cup.

Collaboration

[Focus group interviews]

R2: How well does your group work together?

S: We used QQ telephone to discuss the problem together. After the PPT was completed, we sent it to the QQ group online so we could make suggestions and change the PPT together.

Motivation to learn chemistry

[Focus group interviews]

R2: What do you like/not like about your chemistry class?

S: I think the metal unit is closer to life than the previous units. We found that chemistry is very useful for our life and study.

Creativity

[Focus group interviews]

S: We wondered whether we could put boiling water at 100 degrees Celsius into our cup to make the water reach a constant temperature of 55 degrees Celsius. This idea stimulated our research interest. After our preliminary research, we finally designed such a cup.

Unit 7

Soil Improvement

Understanding of core ideas

[Classroom observations]

S: We went to the park to collect soil samples, mixed them with water, and measured their acidity and alkalinity with pH test paper. We found that the acidity and alkalinity of the soil samples did not meet the conditions for the growth of green cirrus.

Problem solving

[Classroom observations]

S: The topic of our research is the effect of nitrogen fertilizer on the same plants. The experimental instruments we used were four pots with the same green cirrus, a balanced and nitrogen fertilizer, sodium carbonate, soil and water. The research methods we used were comparison, experiment and observation. Our experimental process was divided into five steps.

Use of scientific practices

[Classroom observations]

S: The topic of our research is the effect of nitrogen fertilizer on the same plants. The experimental instruments we used were four pots with the same green cirrus, a balanced and nitrogen fertilizer, sodium carbonate, soil and water. The research methods we used were comparison, experiment and observation. Our experimental process was divided into five steps.

Collaboration

[Focus group interviews]

R1: Can you comment on other members of your group?

S: I am assertive, and my minds will jump. The other girl in our group is calm and patient, who change me slowly. If other people do not tell me what they think, I feel that I am great enough. We should learn from each other.

Motivation to learn chemistry

[Focus group interviews]

R2: Have your interest in chemistry changed before and after this unit?

S: Yes! We learned that we can solve problems through experiments. In addition, we are filled with anticipation for our future study in chemistry.

Perseverance

[Focus group interviews]

S: When I found that our bean seedlings were shorter than the other groups’, it was very depressed, because we were working very seriously. We encouraged each other and experimented again.