Research on Progressive Dimensions of Understanding the Core Ideas of “Matter” of Students from Grade 1 to 9 from the Perspective of International Science Education
LI Xiao-Feng1,2*, ZHENG Chang-Long3
1. Faculty of Education, Northeast Normal University, Changchun 130024, China;
2. The Second Department of Preschool Education, Chongqing Preschool Education College, Wanzhou 404047,China;
3. Institute of Chemical Education, Northeast Normal University, Changchun 130024, China
Abstract On the basis of the approaches to core ideas construction, there were five cognitive frameworks introduced in this paper: the students’ understanding of the progressive model of matter concepts, the use of Rasch model to construct the progressive model of students’ learning of matter concepts, to develop the learning progression model of matter structure by the landscape approach, the conceptual profile zones for substance and the conceptual profile of substance. In addition, water understanding was taken as an example to analyze its construct map and outcome space. Moreover, based on the analyses of scientific curricula standards from nine countries or regions in the United States, the United Kingdom, Australia, Ireland, Singapore, Alberta, Ontario, Taiwan and Chinese mainland, the core ideas of matter in stages from grade one to nine were generalized by the researchers. Additionally, the progressive dimensions of matter were divided from three perspectives of component analysis and identification, properties and applications as well as changes and transformation. Moreover, the paper introduced the advanced measurement method of the core ideas of “matter” and its enlightenment to science education in China.
LI Xiao-Feng, ZHENG Chang-Long. Research on Progressive Dimensions of Understanding the Core Ideas of “Matter” of Students from Grade 1 to 9 from the Perspective of International Science Education[J]. Chinese Journal of Chemical Education, 2021, 42(17): 24-31.
