Cognitive Diagnosis of the Concept Group “Molecular Geometry” in High School
ZHANG Jia-Feng1, XU Huan-Jun1, ZHOU Qing2*
1. College of Science, Qiongtai Normal University, Haikou 571127, China; 2. School of Chemistry & Chemical Engineering, Shannxi Normal University, Xi'an 710062, China
Abstract The aim of this study was to diagnose the mastery pattern and learning difficulties associated with the concept group “molecular geometry” among high school students, as well as explore the methods employed by students for analyzing molecular geometry and their corresponding learning challenges. A self-designed test was utilized as the research tool. The participants consisted of 639 students from five high schools in Hainan province. The DINA model and maximum posterior estimation were employed to determine attribute mastery patterns and mastery ratios. The findings revealed that: (1) High school students encountered learning difficulties primarily related to understanding concepts such as lone electron logarithm, valence electron logarithm, and molecule polarity within the concept group “molecular geometry”; (2) Apart from theoretical learning paths, there were also non-theoretical approaches adopted by students to comprehend the concept group “molecular geometry”, particularly focusing on concepts like lone electron logarithm, VSEPR model, molecular geometry, and hybrid orbital types.
ZHANG Jia-Feng, XU Huan-Jun, ZHOU Qing. Cognitive Diagnosis of the Concept Group “Molecular Geometry” in High School[J]. Chinese Journal of Chemical Education, 2025, 46(3): 54-60.
