A Research On Developing And Using Of The Chemical Bonding Concept Inventory

The basic concept of chemistry is one of the important contents of the middle school chemistry curriculum,which plays a decisive role for students to better think about facts and develop concepts.Before learning the concept of science,students are often influenced by the experience of daily life and the existing knowledge and experience in the mind,which often leads to many different ideas.This will make it difficult for students to learn the concept of science.In addition,students’ understanding of the same concept is not the same,which requires teachers to teach students according to their different understanding of the concept.And the concept inventory is widely used to explore students’ understanding of a concept.“Chemical bonding” is one of the most basic concepts in the “matrix structure basis” of high school chemistry.Because of its own abstractness and the lack of students’ microcosmic imagination ability,teachers and students both feel that it’s important and difficult to understand.Some scholars have started the development and application research of the concept inventory.However,there are still few researches on the development of the chemical bond ing concept inventory.Therefore,it has practical significance to develop an inventory that meet the requirements of our country’s curriculum standards and can more fully and accurately detect students’ understanding of the content of chemical bonds and their heterogeneous thinking.Based on the review of the literature on the concept of chemical bond ing at home and abroad,this study determined the students’ alternative conceptions about the related concepts of chemical bonding.By summarizing Bloom’s education goal classification,SOLO classification theory and learning enlightenment,this paper established the theoretical framework of conceptual understanding level.We divide the level of conceptual understanding into three levels from low to high: comprehension concept,integration concept,and application concept.Then,the curriculum standards and textbooks of the concept of chemical bonds were analyzed and arranged,the concept map of chemical bonds was drawn,and the concepts to be explored in the “Chemical Bonding Concept Inventory” were determined.Afterwards,based on the theoretical framework of conceptual understanding,we constructed a theoretical framework for understanding the concept of chemical bonds.Based on this theoretical framework,the compilation framework for the conceptual understanding of chemical bond ing was established,including three levels of conceptual understanding of chemical bond ing,specific level descriptions,statement of propositions at all levels,and corresponding items.Then,in accordance with the order of preparation of a certain scale,we compiled “Chemical Bonding Concept Inventory-a”.Using the Chemical Bonding Concept Inventory-a,a total of 456 students in grades 11 and 12 in Shandong Province and Tianjin C ity were tested and the test results were analyzed using the Rasch model to identify the items that needed further refinement.Then we revised these items and got “Chemical Bonding Concept Inventory-b”.Using the Chemical Bonding Concept Inventory-b,a total of 341 students in grades 11 and 12 from three different cities in Shandong Province were tested.After the test was completed,the Rasch model was used again to analyze the test results.The results show that we can use the C hemical Bonding Concept Inventory-b to identify students’ understanding of the concept of C hemical Bonding: on the one hand,students’ understanding of the concept of chemical bond ing can be determined;on the other hand,it can be determined that students exist different alternative conceptions when learning chemical bond ing.At the same time,different students correspond to different levels of conceptual comprehension,which verified that the conceptual level theory model we constructed was effective.The innovation of this study is that it established a theoretical framework for the level of conceptual understanding and,based on this,established the theoretical framework for the conceptual understanding of chemical bond ing.The Chemical Bonding Concept Inventory can not only determine the students’ understanding of the concept of chemical bond ing,but also determine students’ alternative conceptions of chemical bonding.