Learning Progressions of Understanding Big Ideas of “Matter” for Students in Compulsory Education
LI Xiao-Feng1**, LIANG Shan-Shan1, ZHENG Chang-Long2
1. Department of Early Childhood Development, Chongqing Preschool Education College, Chongqing 404047, China; 2. Institute of Chemical Education, Northeast Normal University, Changchun 130024, China
Abstract Based on the study of science curricula standards of nine countries or regions, the research built the theory presupposed model and tool test model of the learning progressions of understanding the big ideas of “matter” for students in compulsory education, and developing 29 test items to validate the two models. For the purpose of the reliability validation, the Cronbach coefficient was tested by SPSS 24.0 software, and the separation, the reliability of item and person, measure, model S.E, Infit/Outfit (MNSQ & ZSTD) and so on were validated by Winsteps 3.72.0 software. Students from 8 provinces distributed in 15 schools, including urban schools and rural ones responded to this test. Through testing twice, the five levels of learning progressions of understanding the big ideas of “matter” for students in compulsory education were finally formed. In general, the students’ understanding level of the big ideas of “matter” ascended with progressive increase in grade. However, there were three key stages: grade 4, grade 7-8 and grade 9, on which students understanding the big ideas of “matter” made a qualitative leap. Students’ level of understanding the big ideas of “matter” had been experienced a change from physical properties and changes to chemical properties and changes. It was found that students’ understanding level of the big ideas of “matter” did not increase absolutely according to the grade stages, and there was a certain degree of fluctuation.
LI Xiao-Feng, LIANG Shan-Shan, ZHENG Chang-Long. Learning Progressions of Understanding Big Ideas of “Matter” for Students in Compulsory Education[J]. Chinese Journal of Chemical Education, 2024, 45(3): 10-18.
