Chemistry Learning Attribution Structure of Middle School Students
ZHANG Si-Fang1,2, LI Guang-Zhou1
1. College of Chemistry and Material Science, Nanjing Normal University, Nanjing 210097, China; 2. Institute of Chemistry Education, Anhui Normal University, Wuhu 241000, China
Abstract This paper developed chemistry learning attribution scale of middle school students based on the three-dimension model of chemistry learning attribution structure of middle school students. The questionnaire consisted of five sub dimensions, such as specific self concept, situation cognition, strategy cognition, interpersonal cognition, and enable cognition of chemistry learning. The questionnaire showed high reliability and validity with good structure validity through the process of theoretical presupposition, content and item analysis, exploratory factor analysis, reliability analysis, expert validity and dimensional analysis, confirmatory factor analysis, which could be used as a measurement tool of attribution ability of middle school students in chemistry learning.
