| Cellular respiration and photosynthesis are the key contents of middle school biology.Since this part of the knowledge requires high understanding of students and has strong abstraction,it is difficult for students to comprehend.In order to detect specific misconceptions in students’ cognition and support teachers in find out the real learning situation of students,the direction of this research is to develop the "Cellular Respiration and Photosynthesis Concept Inventory".The main development procedures of this study were obtained by collecting and summarizing the research results of the completed concept inventory.First,based on the new version of high school biology curriculum standards,the subject concepts and core concepts of this research were divided.Second,using the interview results of teachers and students,a semi-open questionnaire was formulated to gather the common misconceptions of students.Next,referring to the survey results and relevant textbook examples,the concept inventory-a was initially formed.After being reviewed by high school biology teachers and experts,the items were adjusted to obtain the concept inventory-b.Then the design was continuously improved based on the test and item quality assessment,high school biology teachers review and further specific revisions,actual measurement and inventory quality analysis.Finally,the concept inventory-c was obtained.Cell respiration and photosynthesis concept inventory-c was used to test the students in the first grades 1-29 of Jinxiang No.2 Middle School in Jining City,and there were1466 valid questionnaires.Based on the Winsteps3.72.3 in the Rasch model,the data analysis of the test results obtained the following information.Firstly,in terms of the overall quality of the inventory,the estimated error value of students and items in the potential trait level were close to the actual standard error value,even the same,indicating that the estimation of difficulty level for both was very reliable.Secondly,in terms of unidimensionality and local independence,the correlation coefficients for most items met the range requirement,indicating that items met the standard of the Rasch model.Thirdly,in terms of item fitting and error analysis,it was found that the correlation between individual items and total score of students was ideal by analyzing the average difficulty fitting,data-model fitting and point-measure correlation coefficient of each item.Fourthly,in terms of item difficulty and student ability level,the correspondence between the two aspects was good and acceptable.Therefore,the "Cellular respiration and photosynthesis concept inventory-c" finalized and was applied to the actual teaching of Jinxiang No.2Middle School.Used SPSS 17.0 to conduct data comparative analysis on the application results of“Cell respiration and photosynthesis concept inventory-c" in four classes,firstly compared the significant differences presented by different classes in nine conceptual themes.The performance of students in the featured classes was better than that of the other classes.The minor language class showed obvious advantages and disadvantages in individual projects.There were knowledge points that need to be further consolidated in the ordinary class,and the answering situation of the students in the ordinary class and the basic class was not ideal.Secondly,it was found that there were 8 items higher than 50% by analyzing the comprehensive misconceptions rates of the four types of classes,such as Q12,Q5,Q2,etc.Then further using cross-analysis to identify the types of misconceptions that were prevalent among students.Finally,the rate of misconceptions in the eight items was calculated for each type of class,and the comprehensive data results were put forward to provide targeted teaching suggestions for different classes to help teachers change students’ misconceptions. |
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