The emergence of a learning progression in middle school chemistry
The emergence of a learning progression in middle school chemistry
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中学化学学习进程的出现
DOI：
10.1002/tea.20433
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发表时间：
2011
影响因子：
4.6
通讯作者：
Johnson P
中科院分区：
文献类型：
--
作者：
Johnson P
此前，在一所学校进行的一项小规模、基于访谈的3年纵向研究（11-14岁）表明，学习进展与物质概念有关。本文介绍了一项大规模横断面研究的结果，该研究使用Rasch模型来检验学习进展的假设。数据收集自4450名11-14岁的学生，他们来自英格兰30所中学，使用基于计算机的评估工具。题目的构建以学生对化学理解的研究文献为依据。开发了176个固定响应项目，采用三种格式，涉及视频和动画的使用。二分类得分，总体而言，数据显示很好地符合Rasch模型。项目困难在能力、学校、性别和年级组之间具有高度的不变性。从概念上讲，当项目按照难度顺序排列时，一个连贯的想法就会出现，这与纵向研究的预期相匹配。给出了学习过程。独立的、全国标准化的数据可以对英国更广泛的人口进行学生表现的初步预测。讨论了对研究和课程设计的启示。©2011 Wiley期刊公司科学教育学报，48 (2):849-877,2011
Previously, a small scale, interview‐based, 3‐year longitudinal study (ages 11–14) in one school had suggested a learning progression related to the concept of a substance. This article presents the results of a large‐scale, cross‐sectional study which used Rasch modeling to test the hypothesis of the learning progression. Data were collected from 4,450 students, aged 11–14, across 30 secondary schools in England using a computer‐based assessment instrument. The construction of the items was informed by the research literature on students' understanding in chemistry. One hundred seventy‐six fixed response items, in three formats, involving the use of video and animation were developed. Scored dichotomously, overall, the data show a good fit to the Rasch model. Item difficulties have a high degree of invariance across ability, schools, gender, and year group. Conceptually, when items are placed in order of difficulty, a coherent progression of ideas emerges which matches the expectations from the longitudinal study. The learning progression is presented. Independent, nationally standardized data allow tentative projection of student performance to the wider population in England. Implications for research and curriculum design are discussed. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 849–877, 2011