| The essential feature of life is that organisms renew themselves through the interconversion of matter and energy.The process of interconversion between matter and energy in organisms is not only reflected in the microscopic level of cells,but also in the macroscopic level of individuals and ecosystems.Therefore,in this study,we developed a cognitive diagnostic assessment tool for high school students based on the knowledge of two important concepts related to the transformation of matter and energy in cells,namely,"cellular respiration" and "photosynthesis",and used it to conduct cognitive diagnostic assessment for students.The diagnostic assessment was developed to assess students' cognition.Study 1: Development of Cognitive Diagnostic Test Questionnaire.First,we developed a cognitive diagnostic test on the important concept of cellular respiration.The cognitive model of the important concept of "cellular respiration" was constructed,which included two cognitive components of knowledge structure and ability and five cognitive attributes: cellular respiration,aerobic respiration,anaerobic respiration,experimental investigation ability,and integrated application of cellular respiration.The test paper was prepared based on the cognitive model of cellular respiration,including16 questions,using 0-1 scoring,and the test time was 30 minutes.The quality of the cellular respiration test paper was examined,and the study showed that the cognitive model of cellular respiration constructed in this study was relatively reasonable with students' own cognitive structure.Secondly,we developed the "Photosynthesis" important concept cognitive diagnostic test.The cognitive model of the important concept of photosynthesis was constructed,which includes two cognitive components of knowledge structure and ability and seven cognitive attributes: photosynthesis,chloroplast,light reaction,dark reaction;experimental investigation ability,graphical analysis ability,and comprehensive application of photosynthesis.The test paper was prepared based on the photosynthesis cognitive model,including 18 questions,using0-1 scoring,and the test time was 30 minutes.The results showed that the cognitive model of photosynthesis constructed in this study can reflect the cognitive structure of photosynthesis of students.Study 2: Carry out cognitive diagnostic assessment.To investigate high school students' cognition of the important concepts of "cellular respiration" and "photosynthesis",and to understand the value of the test paper as a measurement tool for biological teaching evaluation.The results show that:(1)86.87% of the students' mastery of the important concepts of cellular respiration can be classified into 5 mastery modes under the MAP algorithm,while 76.88% of the students under the MLE algorithm can be classified into 6 mastery modes(2)Under the MAP algorithm,92.81%of the students' mastery of the important concepts of photosynthesis can be classified into 6 mastery modes,while under the MLE algorithm,86.56% of the students can be classified into 13 mastery modes;(3)The probability of students mastering the 5cognitive attributes covered by the important concepts of cellular respiration are all above 0.85,and the overall mastery performance is good;(4)The students have mastered the 7 cognitive attributes covered by the important concepts of photosynthesis.The probability is above 0.92,and the overall mastery is excellent;(5)Students in different classes have different mastery of the cognitive attributes of important concepts,and the students' academic level will have a certain impact on the mastery of different cognitive attributes.All in all,there were some advantages and difficulties in using cognitive diagnostic theory and technique and apply CDA tool in the field of biology teaching evaluation.This study may provide some valuable experience for future applied research.The cellular respiration test and photosynthesis test developed in this study can provide rich information for quality testing of high school biology education,help teachers understand the gaps in students' knowledge structure at the micro level,and identify the strengths and weaknesses of their own teaching.However,applying the cognitive diagnostic theory to practical teaching is still a big challenge and needs more exploration. |
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