Evaluation Of Chemical Model Cognitive Ability Development In Senior High School Students

Core literacy is the common goal of international science education nowadays.It is a major trend to pay attention to the cultivation of students’ core literacy in the theoretical research and practice reform of basic education around the world.As an important part of the core literacy of chemistry discipline,"model cognition" literacy is the concentrated embodiment of the value of chemistry discipline education,and it is also the key ability formed by students through chemistry learning.Through the review of domestic and foreign literature on models,modeling and model cognition,This study is based on the framework of international core literacy,the conceptual framework of modeling,modeling and model cognition in large-scale evaluation,and the model cognition level in the Chemistry Curriculum Standards for General High School(2017 Edition).Guided by the cognitive development theory and SOLO classification evaluation theory,this study takes chemical-related content as the "meridian" and students’ cognitive level as the "latitude",and constructs the development path and framework of chemical model cognitive ability.Based on the item response theory,this study developed and verified the the model cognitive ability assessment tool through two rounds of tests,and carried out the large-sample evaluation based on it.The results of large sample assessment(1224)show that the assessment tool of model cognitive ability of high school students has good performance and good reliability and validity,and prove that the tool can accurately describe the student’s cognitive characteristics,which can provide a good foundation for data analysis and conclusion inference in the later period;The advanced model of model cognitive ability constructed by the study,namely from level 1 to level 4,fully reflects the development of students’ model cognitive ability.In other words,the conceptual framework model,which integrates the curriculum standards of high school chemistry,the changes of students’ knowledge structure and students’ cognitive structure,can effectively describe and evaluate the development of students’ model cognitive ability,and is supported by empirical data;In addition,the results also reveal the regularity of different gender and grade.There is no significant difference between boys and girls,but there are significant differences in grade one,grade two and grade three.The overall ability of grade one students is about level 1,while that of grade two and grade three students are about level 2.The overall model cognitive ability are relatively low.Based on the research conclusion,we put forward two suggestions.One is to strengthen the chemistry model cognitive ability of high school test research,and the second is to strengthen the cultivation of chemistry model cognitive ability.In view of the second point,the corresponding training path is given,including improving students’ epistemological belief in model and modeling,improving teachers’ awareness of model cognitive ability and model application teaching,developing teaching design that can promote the development of students’ model cognitive ability,and increasing and improving the presentation of model and modeling content in textbooks.Finally,in view of the shortcomings of the research,the reflection of the research and the prospect of further research are put forward.