Study On The Diagnosis Of High School Students’ Misconceptions Based On Rasch Model

Misconception refers to some ideas or concepts that students hold about an event or phenomenon in a particular discipline that is different from those currently accepted by scientists.As the original state of scientific concept formation,the existence of misconception may prevent students from understanding new knowledge or combining it with new knowledge learned to generate new misconception,resulting in their inability to construct a complete conceptual system of the subject.Based on the understanding of the importance of chemistry concept teaching,this study uses the Rasch measurement model to investigate the current status and developmental differences of students’ misconception on the topic of "Ionic Balance in Aqueous Solutions",in order to correctly determine students’ nearest development zone,improve the effectiveness and relevance of chemistry teachers’ teaching,and help students effectively transform their misconception.This study will provide theoretical support and practical reference to realize the deconstruction of the misconception and establishment of a scientific conceptual system in chemistry.This study firstly describes the background,purpose and significance of the study,presents the research ideas and methods of the study,and uses the visual software Citespace to draw a knowledge map of the research literature related to the misconception,and provides a comprehensive review of the research on the concept of the misconception and the Rasch model;secondly,it provides a more detailed introduction to the Rasch measurement model,outlines the development of conceptual learning theory and conceptual measurement theory,interprets the requirements of the curriculum standard for the topic of "Ionic Balance in Aqueous Solutions",and analyses the content of the textbook for the topic of "ionic Balance in Aqueous Solutions" and the basic information on the relevant content of the topic of "Ionic Balance in Aqueous Solutions" in the college entrance examination.Secondly,a two-tier diagnostic test tool based on the Rasch model for "Ionic Balance in Aqueous Solutions" was developed and tested using questionnaires,interviews,two-tier tests and certainty factor method.Winsteps 3.66.0 software was used to process and analyze the data collected through the Rasch model analysis method,to check the quality of the diagnostic tool and to improve and optimize it;Then,the revised diagnostic tool was formally administered and analyzed for quality,and the tool was used to investigate and analyze secondary school students’ misconception of "Ionic Balance in Aqueous Solution",and the SPSS statistical software was used to make a cross-tabulation of options and to rank the difficulty values derived from the Rasch model to obtain a table of the overall distribution of secondary school students’ misconception of "Ionic Balance in Aqueous Solution".It also investigated the differences in the development of their misconception in two dimensions,namely grade level and gender,and analyzed the difficulty values of each item among different groups of subjects in different grades,so as to provide data support for exploring the causes of misconception.Finally,on the basis of the relevant literature,the characteristics and causes of students’ misconception about ionic balance in aqueous solution were collated by combining post-class interviews,classroom observations and students’ post-class assignments,and the impact of teaching on the transformation of misconception was compared according to different respondents,and several suggestions were made to improve the teaching.The main findings and conclusions of this study include:(1)The items of the "Two-Tier diagnostic test tool for secondary school students on the misconception of ionic balance in aqueous solutions" developed were able to measure the distribution of students’ potential abilities well.(2)A misconception is prevalent among secondary school students on the topic of "Ionic Balance in Aqueous Solutions".Subjects of different ability levels had varying degrees of misconception,and a total of 37 misconceptions were collected.The most frequent misconceptions were found in the sections on ionization of water and acid-base of solutions,hydrolysis of salts and precipitation-dissolution equilibrium of insoluble electrolytes,all of which had a high average value of difficulty,generating a total of 29 misconceptions.Overall,students had the greatest difficulty and barriers to cognition in the dimensions of " influencing factors of the hydrolysis of salts" and "ionization of water and acidity and basicity of solutions",followed by "precipitation-dissolution equilibrium of insoluble electrolytes".(3)Classroom teaching played an important role in the transformation of students’ misconception of "Ionic Balance in Aqueous Solutions".There was a significant difference in the level of conceptual mastery between the subjects of the two grades,with the ability values increasing as the school year progressed,with the fastest increase in the transition from sophomore to senior years;the sophomore students were in the transition stage from low to high ability,and their mastery of the concept of "Ionic Balance in Aqueous Solutions" was divided.Some students’ misconceptions were effectively transformed through teaching and revision,while a few students developed new misconceptions due to teaching interventions;The fact that this part of the knowledge has been completed and reviewed in the senior year,and that misconceptions have been effectively transformed,in relation to the reality of the curriculum,suggests that the teaching of chemistry in the senior year plays an important role in the transformation of misconceptions.(4)Gender has little influence on the differences in secondary school students’ misconception of "Ionic Balance in Aqueous Solutions".