Study On Cognitive Diagnosis Of Chemical Bond Concept To Senior Three Students Based On DINA Model

Precision grasp of students' knowledge status is the premise of effective teaching and efficient learning.Cognitive Diagnosis Models(CDMs)can make students' latent knowledge structure(namely attribute)explicit as patent attributes mastering mode and probability,obtain detailed and accurate feedback information,and realize accurate diagnosis against students.There are many researches on measuring students' cognitive structure by using CDMs.However,more studies on teaching and learning in Chemical Bond pay attention to teaching materials,misconceptions,and teaching strategies,but little research on the assessment of chemical bond learning based on CDMs.The main research methods of this study are literature review and test paper survey method.Based on combing the attribute and hierarchical relationship,cognitive diagnosis model,chemical bond-related literature,we compile “a cognitive diagnosis test paper of the chemical bond concept in senior three”(24 items).Through empirical research to obtain the data of more than 1200 senior high school students in three senior high schools in Guangxi,analyzing the students' mastery of the subject content and the difference in different schools based on DINA model.The results are as follows:(1)the chemical bond concept includes seven cognitive attributes,namely,the basic concepts of ionic bond,the basic concepts of covalent bond,intermolecular force,basic types and characteristics of covalent bond,molecular space configuration,the basic concepts of coordination bond,the basic concepts of metal bond.The corresponding attribute hierarchy is a mixed type composed of branching type and convergent type.(2)Students in different schools have different mastery modes and probabilities of chemical bond cognitive attributes,so the final designed learning paths are not the same.(3)The relationship between students' total score and the mastery modes of chemical bond attributes is neither sufficient nor necessary.For the same total score,the mastering attributes may be the same or different;for the same mastering attributes,there may be multiple score distributions.(4)Compared with a single score,the mode of mastering chemical bond attributes can more comprehensively reflect students' knowledge status.Through the diagnostic test of the chemical bond concept of senior three students,this study shows that the cognitive diagnosis based on the DINA model has some applicability in the assessment of chemical discipline.Finally,based on the above research results,we put forward countermeasures for teachers and students from three aspects of evaluation concept,teaching methods,and learning strategies.