A Diagnostic Study Of Alternative Framework In Pre-Service Chemistry Teachers Based On The Four-Tier Diagnostic Test

It is of great significance to grasp the state of learners’ concept understanding accurately and effectively in practical teaching.Alternative Framework refers to the ideas or concepts generated by learners in the process of learning that are not completely consistent with scientific concepts.Alternative framework exists widely in learners’ concept learning,and its causes are various,among which teacher teaching is an important one.As the main force of future teachers,diagnosing and improving the alternative framework of pre-service teachers will help to improve the professional quality of teachers and promote the professional growth of new teachers.This study takes "chemical reactions and electric energy" as the content theme to diagnose the alternative framework existing in this topic for pre-service teachers.First,the attributes and hierarchical relationships of knowledge are sorted out,and the test volume is initially constructed.Based on the tests of 269 pre-service teachers,the alternative framework related to "chemical reactions and electricity" was collected and the four-stage diagnostic Test Volume of "Chemical Reactions and Electricity" was compiled.Secondly,264 pre-service chemistry teachers in A university were tested to analyze the alternative framework existing in the conceptual system of "chemical reaction and electric energy" of pre-service teachers,as well as the number,typicality and degree of alternative framework.Finally,based on the analysis results of pre-service teachers’ alternative framework and the interview content of some subjects,the causes of alternative framework are discussed and relevant suggestions are put forward.The research results are as follows:(1)The four-stage diagnostic tool of "Chemical reaction and electric energy" can probe learners’ understanding of concepts in a more comprehensive and multi-angle way;(2)37 alternative frameworks were diagnosed and 24 typical alternative frameworks were found to be prevalent among pre-service teachers.Twenty-two of them were genuinely alternative frameworks and two were spuriously alternative frameworks.genuinely alternative frameworks than spuriously alternative frameworks want to be more stubborn,not to guide the subject is difficult to reverse;(3)alternative frameworks have particularity,and different individuals have different alternative frameworks;(4)The reasons for the formation of pre-service teachers’ alternative frameworks are also various,including its own weak knowledge system,over-generalization of the concept,meaning or wrong reasoning and so on.Finally,based on the above research results,effective suggestions are proposed from the pre-service teachers themselves and the pre-service teacher education in universities,to provide a boost for the professional development of our teachers’ teams.The innovation of this study lies in:(1)focusing the research object on pre-service teachers to help them pay attention to their own problems while paying attention to the situation of students;(2)The cognitive diagnosis theory is introduced into the compilation of the four-stage diagnostic tool,which improves the theoretical basis of the compilation of test questions,improves the evaluation effect of test questions and the reliability of evaluation results.