Applying The Rule Space Model To Develop A Learning Progression For Senior High School Students' Concept Of Chemistry Equilibrium

This study aimed to develop a learning progression for chemistry equilibrium for senior high school students based on Item Response Theory and cognitive diagnostic theory,and this study included three parts.Firstly,this study discuss how to develop a attribute model for chemistry equilibrium.In this study,six attributes were extracted,including reaction rate(A1),reversible reaction(A2),chemical equilibrium(A3),Le Chatelier's Principle(A4),chemical equilibrium constant and reaction quotient(A5),percentage change(A6)by text analysis.Besides,their hierarchical relationships was proposed to model the construct of chemistry equilibrium.Furthermore,based on Rule Space Model,a cognitive diagnostic test addressing six attributes was developed,validated and modified to used in cognitive diagnose.Additional,a paper and pencil test was administered to a sample of 11~thh and 12~thh grades students taught in Jinan.Results based on the Rule Space Model analysis indicated that(1)There were four levels in learning progression and six learning paths for chemistry equilibrium were divided according students'average ability who were classified into different attribute mastery patterns.(2)Levels of learning progression for students in different grades were diffenrent.11~thh students mainly were in level 2,who mastered 4 attributes.12~thh students mainly were in level 3,who mastered 5 and 6 attributes.(3)Attribute mastery pattern and learning paths of chemistry equilibrium for students in different grades were different.The main attribute mastery pattern of 11~thh students is AMP5(111100)in level 2,and the main attribute mastery pattern of 12~thh students is AMP9(111101)in level 3.