Chemical thinking has been widely recognized as a core competence for supporting students’ problem solving in chemistry education. Disciplinary essential questions and perspectives are two critical aspects of chemical thinking. This study connects essential questions with such perspectives to develop a new framework for restructuring chemical thinking. A mixed-method approach was employed to integrate both qualitative and quantitative evidences to support the validity of this framework. Qualitative analysis of semistructured interviews with six chemists was conducted to identify critical perspectives on three disciplinary essential questions. The framework was reviewed by an expert panel to confirm the content validity and evaluated by thirty-one experts and 80 secondary school chemistry teachers in the form of a survey to ensure face validity. This study found that experts and teachers exhibited a consensus regarding their perceptions of chemical thinking in the context of the framework. Based on this qualitative and quantitative evidence, this study constructed a framework of chemical thinking that includes three disciplinary essential questions and 12 domain-specific perspectives that can provide researchers and teachers with a new lens through which they can both study and teach chemical thinking.

化学思维已被广泛认为是支持学生在化学教育中解决问题的核心能力。学科基本问题和观点是化学思维的两个关键方面。本研究将基本问题与此类观点联系起来，以开发重组化学思维的新框架。采用混合方法来整合定性和定量证据，以支持该框架的有效性。对六位化学家进行的半结构化访谈进行了定性分析，以确定对三个学科基本问题的批判性观点。该框架由专家小组审查以确认内容有效性，并由 31 位专家和 80 名中学化学教师以调查的形式进行评估以确保表面有效性。本研究发现，专家和教师在框架背景下对化学思维的看法达成了共识。基于这些定性和定量证据，本研究构建了一个化学思维框架，包括三个学科基本问题和 12 个特定领域的观点，可以为研究人员和教师提供一个研究和教授化学思维的新视角。