How Do Undergraduate Students Conceptualize Acid–Base Chemistry? Measurement of a Concept Progression
How Do Undergraduate Students Conceptualize Acid–Base Chemistry? Measurement of a Concept Progression
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本科生如何概念化酸碱化学？概念进展的测量
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
Travis B. Clark
中科院分区：
文献类型：
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作者：
W. Romine;Amber Todd;Travis B. Clark
我们开发并验证了一种名为测量酸碱化学概念进展（MCAB）的新仪器，并用它来更好地了解本科生对酸碱化学的理解进展。项目是根据现有的酸碱化学学习进程开发的。我们使用Rasch评分量表模型进行验证，并了解不同能力水平的学生如何概念化主题。然后，我们使用潜在类分析（LCA）将学生放入概念类。我们发现，三个概念课足以描述学生的各种反应模式，这些概念课描述了与酸碱化学相关的理解进展。所有的项目都很适合拉希模型。最后的33个项目的仪器测量学生沿着一个连续的尺度，可靠性为0.74，分类学生的精度为0.89。所有学生对pH值和pH标尺都有不科学的理解。然而，即使是最新手的学生也表现出对酸碱指示剂如何工作和阿伦尼乌斯酸碱模型的基本科学理解。我们讨论了Rasch和LCA程序在分析基于学习进度的评估中的效用，并提出了一个简单的算法，可用于帮助化学教师诊断学生的误解。
We developed and validated a new instrument, called Measuring Concept progressions in Acid–Base chemistry (MCAB) and used it to better understand the progression of undergraduate students’ understandings about acid–base chemistry. Items were developed based on an existing learning progression for acid–base chemistry. We used the Rasch rating scale model for validation and to gain understanding of how students at different ability levels conceptualize the topic. We then used latent class analysis (LCA) to place students into concept classes. We found that three concept classes were sufficient to describe students’ various response patterns and that these concept classes described a progression of understanding related to acid–base chemistry. All items fit well with the Rasch model. The final 33-item instrument measured students along a continuous scale with a reliability of 0.74 and categorized students with a precision of 0.89. All students possessed nonscientific understandings of pH and the pH scale. However, even the most novice students displayed basic scientific understandings about how acid–base indicators work and the Arrhenius model of acids and bases. We discuss the utility of Rasch and LCA procedures for analysis of learning progression-based assessments and suggest a simple algorithm that can be used to help chemistry instructors diagnose students’ misconceptions.
影响因子：
4
作者：
Lanza, Stephanie T.;Collins, Linda M.
通讯作者：
Collins, Linda M.