A Study Of The Systematic Learning Progression Of The Concept Of "Periodic Law Of The Elements"

Learning progressions help to ensure consistency and continuity in curriculum content and are the link between student learning and teacher teaching,where the measurement of learning progression levels plays an important role in the development of modern education.The periodic law of the elements is an important theoretical knowledge in secondary school chemistry,covering both compulsory and optional subjects in junior and senior secondary schools,and is the theoretical basis for knowledge of elemental compounds,as well as the interface between macro knowledge and micro understanding.Therefore,this study selects the core concept of "Periodic Law of Elements" as the object of study,and conducts a study on the systematic representation of the concept of "Periodic Law of Elements".The study uses literature research to understand the current status of domestic and international research on learning progressions,core concepts and the periodic law,and to define the relevant concepts and theoretical foundations.Based on the knowledge ontology of the periodic law,the General High School Chemistry Curriculum Standards(2017 Edition)(hereafter referred to as the Curriculum Standards)and the current three editions of textbooks,the core concepts of the periodic law are deconstructed and the Chem Query The Chem Query assessment system was used to describe the progression level of learning of "Periodic Law",taking into account the knowledge characteristics of the core concepts of "Periodic Law",the cognitive development of students and the academic requirements of the periodic law part of the curriculum.A progression model is constructed.The results were analysed using Winsteps software,and the results of the indicators were used to correct the instrument to ensure the quality and reliability of the instrument,which was then used in an empirical study with a large sample.The empirical study selected students from four classes in the sophomore and junior grades of a high school in Qiqihar as test subjects,and the collected data from the large sample were processed and analysed using Winsteps software and Excel software to obtain data and graphs such as fitted values,difficulty values,residual plots and Waite plots for each item.The following conclusions were drawn: 1.The study has constructed a reasonable framework for the learning progression hypothesis of the Periodic Law of the Elements;2.The developed learning progression measurement tool has good performance indicators;3.The study is based on the above.On the basis of the above research,the study proposes recommendations for classroom structure,teaching methods and assessment,summarises the findings of the study,analyses the shortcomings of the study and suggests future research directions.