The Diagnostic Research Of Interdisciplinary Competency In The Integration Of Chemistry And Life Sciences

As society develops rapidly and faces increasingly complex new challenges,"interdisciplinary" can provide new solutions to these challenges.Therefore,more and more science educators have recognized the value of interdisciplinary learning for the development of scientific literacy.However,people mostly focus on the cultivation of interdisciplinary competency,and lack a clear understanding of the development status of students' interdisciplinary competency.In view of this,from the perspective of the integration of chemistry and life sciences,this study conducted a multi-dimensional evaluation and diagnosis study of students' interdisciplinary competency in order to explore further characteristics of their competencies.Through etymological analysis and literature research on related connotations,this study defined the concept of Interdisciplinary Competency in the Integration of Chemistry and Life Sciences(CL-IC).Based on the connotation definition,the thinking process of interdisciplinary problem solving was programmed to construct the evaluation framework of Interdisciplinary Competency in the Integration of Chemistry and Life Sciences,which involves four elements,including information translation,reflective evaluation,knowledge integration and problem solving.Each element contains three levels.According to the evaluation framework,an initial evaluation tool for Interdisciplinary Competency in the Integration of Chemistry and Life Sciences was developed.Experts reviewed the content validity of the tool,which was revised to form a formal evaluation tool finally.A total of 291 students who choose chemistry and biology as university entrance examination subjects were selected as test samples.First of all,the Rasch model was applied to verify the reliability and validity of the evaluation tool,and then the quantitative and qualitative analysis methods were used to evaluate and diagnose the competency of subjects.The main findings of this study are as follows:(1)The interdisciplinary competency of all subjects was at a good level,and there was no significant difference in students' interdisciplinary competency from both different gender and grade groups;(2)Through testing the functional differences of items in different groups of subjects,combined with qualitative analysis of some items,it presented more comprehensively the development status and performance characteristics of students' interdisciplinary competency in the integration of chemistry and life sciences;(3)From the level distribution of each element of interdisciplinary competency,it could be seen that the students' information translation competency was obviously the best while their problem solving and knowledge integration competency were poor;(4)It could be seen from the characteristics of the element combination mode that the interdisciplinary competency of subjects presented a diversified development level pattern.Moreover,senior three students were slightly better than senior two students in interdisciplinary knowledge transferring,and their competency distribution was more balanced;(5)Selected a number of subjects,used the Rasch model to output their "kid maps" and carried out case studies based on the answering situation of the test papers;(6)Output the overall diagnosis report from the overall performance of students' interdisciplinary competency,the level distribution of elements,and the frequency distribution of element combination patterns;(7)Combined students' individual element combination patterns with their " kid maps" to form an individual score report.Through the output of diagnostic reports,this study has provided more targeted feedback information for teachers' teaching and students' learning.