Evaluation of Pre-Service Chemistry Teachers’ Chemical Modeling Ability
HU Jing1,2, LI Jia1**, WU Xin-De3
1.Central China Normal University Institute of Chemical Education, Wuhan 430079, China;
2.Xiaogan Yuquan Primary School,Xiaogan 432000, China;
3.Chemistry and Chemical Engineering College, Hunan Normal University, Changsha 410081, China
Abstract The level of chemistry teachers’ chemical modeling ability directly impacts the strength of students’ modeling ability. Based on the Rasch model, the article develops a four-level questionnaire on the chemical modeling ability of the pre-service chemistry teachers. This questionnaire evaluates the chemical modeling ability of 83 pre-service chemistry teachers from three dimensions: model representation ability, model construction ability and model application ability. Studies show that pre-service chemistry teachers surveyed have weak chemical modeling capability overall. In the light of the high school chemistry curriculum standard (version 2017),the specific requirements of chemical modeling capability, the study demonstrates that the percentage of 88 surveyed pre-service chemistry teachers have the qualified model representation ability, however, qualified ability of model construction and application only in 42 percent and 54 percent respectively. Therefore, recommendation is put up to optimize the development of pre-service chemistry teachers modeling abilities in normal colleges.
HU Jing, LI Jia, WU Xin-De. Evaluation of Pre-Service Chemistry Teachers’ Chemical Modeling Ability[J]. Chinese Journal of Chemical Education, 2020, 41(4): 44-51.
