Assessment of Senior High School Students' Learning Progressions of Disciplinary Core Ideas: Chemical Bonding
WU Qian1, LI Xiao-Hong2*
1. Faculty of Education, East China Normal University, Shanghai 200062, China; 2. Collaborative Innovation Center of Assessment for Basic Education Quality, Beijing Normal University, Beijing 100875, China
Abstract With the gradual deepening of conceptual learning, students show different levels of the conceptual understanding and produce the corresponding misconceptions. Based on the Rasch model, this study develops the chemical bonding concept representation inventory, which contains six two-tier test questions and is used to evaluate high school students. The results show that: (1) There are three levels of conceptual understanding of chemical bonding, namely, “structure” “process” and “interaction”. (2) With the rise of the level of conceptual understanding, students will produce the corresponding level of misconceptions. (3)There is inconsistency between students' graphic and linguistic representation level of conceptual understanding. This paper puts forward some suggestions: Teachers should practice the “integration of teaching, learning and evaluation” teaching, carry out “conceptual change teaching” to improve students' conceptual understanding, and use modern information technology to support students to understand scientific concepts and so on.
WU Qian, LI Xiao-Hong. Assessment of Senior High School Students' Learning Progressions of Disciplinary Core Ideas: Chemical Bonding[J]. Chinese Journal of Chemical Education, 2024, 45(7): 91-98.
