Abstract On the basis of the conceptual structure map built by Talanquer, this paper draws out the thinking level of senior high school students under the concept of “reaction causality”, and finds that the higher the students' thinking level, the stronger the explanatory power of their answer mode to chemical questions. Students with low thinking level tend to use linear causality or single factor to explain chemical problems, while students with high thinking level tend to use teleology or structured thinking mode to explain chemical problems. Taking the thinking level of senior high school students under the concept of “reaction causality” as the framework, based on the partial credit Rasch model, and using the sequenced multiple-choice items proposed by Briggs, the tool for measuring the thinking level of senior high school students “reaction causality” was developed, and the structural validity and reliability of the tool were good.
LU Feng, CHI Ming, ZHENG Chang-Long. Development of Tool for Measuring the Thinking Level of “Reaction Causality” Among Senior High School Students[J]. Chinese Journal of Chemical Education, 2024, 45(7): 83-90.
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