The Study On Learning Progressions Of The Chemical Reaction Limitation In Senior Middle School

Learning progressions(LPs)is an important research topic in the field of science education,and its development and research promotes the integration of curriculum,teaching and evaluation.Taking the chemical reaction limitation as the research object,this study set up the following main tasks: 1.To construct LPs presupposition model on chemical reaction limitation in the preliminary and high school;2.To develop the measurement and evaluation tools to test and finally establish the LPs model;3.Based on the LPs model,its application in curriculum design,teaching design and academic achievement evaluation is discussed.This paper mainly adopts the methods of educational literature analysis,educational test,educational data analysis and interview,etc.On the basis of literature review,the starting point of research was established.(1)The basic theoretical model were the LPs defined by the National Research Council(NRC)in 2007 and Berkeley Evaluation and Assessment Research(BEAR).(2)Chemical reaction limitation is the core concept of chemistry.It was still blank in the field of the LPs and was established as the research object.(3)When students learned chemical equilibrium,the misconceptions covered a wide range and reasons are complex.The teaching strategies adopted in the course of teaching fail to realize the conversion of misconceptions from the subject origin.Therefore,the research has important value.On this basis,the core research problems were established: model construction,testing presupposition model.On the basis of literature review and core research issues,this paper further clarifies the research objectives and research contents,and clarifies the research ideas.(1)Subject Noumenon study: chemistry,physics and science philosophy all study the chemical equilibrium,but the three disciplines have some differences in the research object and the theoretical basis.The research object of chemistry and physics is isolated system,near equilibrium state,the theoretical basis is chemical thermodynamics and statistical thermodynamics respectively,the research object of science philosophy is open system,far equilibrium state,the theoretical basis is self-organization theory.Based on the same object of study,a disciplinary understanding of chemistry and physics had been made,and the results showed that the limitation is the discipline origin of chemical equilibrium.This laid a foundation for the extraction of progressions dimensions.(2)Curriculum research:(1)On the basis of the research on the curriculum standard about chemical equilibrium at home and abroad,in the elementary education stage,students will realize the following cognitive changes: firstly,cognition change from the physical equilibrium to chemical equilibrium;Secondly,cognition change from physical procession equilibrium to chemical procession equilibrium;thirdly,cognition change from irreversible chemical reaction to reversible chemical reaction;fourth,cognition change from chemical reaction big trend to small chemical reaction small trend;Fifth,the change of cognitive thinking mode and cognitive perspective.This laid the foundation for the division of achievement level.(2)the senior high school chemistry curriculum standard(2017 edition)put forward the curriculum goal based on problem-solving,which has literacy property,and put forward the integration of "teaching-learning-evaluation",and has the function property.Teaching is oriented to all students and is fundamental.This will lay the foundation for expression of performance expectation.Based on the LPs element model(including the progressions dimensions,achievement levels,performance expectation),the LPs theory model was constructed based on the scientific epistemology and the constructivism theory,and LPs presupposition model on chemical reaction limitation was constructed.(1)Based on the theory of scientific epistemology,this paper proposed the static nature,dynamic law and value as the progressions dimension.Combined with the subject ontology study,it proposed the representation of the limitation,the change of the limit,and the value of the limit change as the progressions dimension.(2)On the basis of scientific epistemology and combining with the chemistry characteristics,three advanced variables,namely cognitive thinking,cognitive object and cognitive perspective,were proposed.Fully considered the students’ cognitive thinking development law,7 achievement levels were divided.(3)Based on the progressions variables,the performance expectation were put forward for the description of the progressions dimension.Performance expectations should be primitive,valuable,vegetative,combined with the subject characteristics,further refined into knowledge understanding,representation,practical application,knowledge transfer.Based on LPs presupposition model and the basic requirements of Rasch model,the measurement and evaluation tool was developed,and the scoring standard was established.Cyclic iterative test was carried out,and the separation degree,reliability,undimensional,model data fitting and grade structure of the model were tested.The results showed that the two tests were basically in accordance with the requirements.Through the large sample detection,cognitive thinking and cognitive object had been proved,presupposition and empirical cognitive perspective appear interlaced.At the same time,it is necessary to respect the results of empirical tests and to conform to the general law of understanding.After comprehensive consideration,the LPs model of chemical reaction limitation was finally established.The LPs study has important reference value for curriculum design,teaching design and academic achievement evaluation.(1)Curriculum design: the extraction of the progressions dimension provides a reference for the coherence of curriculum design,and the division of achievement levels provides a reference for the continuity of curriculum design.So as to carry on the elementary and senior high school chemistry curriculum standard school section integration and the concept conformity.And the grade curriculum standard based on LPs on the chemical reaction limitation research was constructed.(2)Teaching Design: the practice of classroom teaching with the "college entrance examination" as the baton ignored the development of students’ thinking,while the classroom teaching based on the objective of chemistry course in senior high school and the new college entrance examination in the 2017 edition should pay attention to the development of students’ thinking.Carry on the "accomplishment-oriented" classroom teaching.The contributions of learning progressions to literacy teaching are as follows: the cognitive understand original(extracted from the original dimension),Cognitive thinking structuring(holistic logical grasp),cognitive perspective domination(clearly puts forward cognitive perspective),cognitive thinking progressive(based on the decomposition of the essential concept of thinking),and cognitive goal orientation(based on performance expectations based on problem-solving).It also provided a case of instructional design based on LeChatley’s principle and application.(3)Academic Achievement Evaluation: based on the results of empirical study,this paper examined the development of students’ cognition thinking,and divided them into three levels.The students were divided into three groups on the basis of the results of the most recent examination,and the measurement results were in good agreement with the scores of the score groups,and all the students in a key senior high school in S city were divided into three groups on the basis of the results of the recent examination.Furthermore,the reliability and validity of the measurement and evaluation tool were verified.The students were divided into two groups on the basis of gender,and the results showed that the female students performed better than the male students.The quantitative measurement results were verified by qualitative interview.