The Evaluation Study On The Learning Ability Of Electrolyte Concept System

The concept of electrolytes is an important component of the core concepts in high school chemistry from a chemical perspective.The system of electrolyte concepts includes chemical concepts such as electrolytes,ionic reactions,and ionic balance in aqueous solutions.Learning the electrolyte concept is an important way for students to establish the view of particles,classification,and equilibrium.However,concept teaching is often abstract so that students’ mastery of the subject is generally not optimistic.The application of Progression theory can effectively assist in the teaching of chemical concept.Through the analysis of the curriculum standards and textbooks,this study constructed an progression framework for the learning of the electrolyte concept system.Based on the preliminary framework,interviews were conducted with multiple front-line teachers,and the progression framework was revised based on the interview results.Finally,the learning process of the electrolyte concept system was identified as seven levels.In the study,on the basis of the progression framework,a test paper was self-compiled as a measurement tool,which was preliminarily tested on senior high school students from a certain school,with 91 valid samples obtained.IBM SPSS Statistics 26.0 software was applied for descriptive statistical analysis,and Winsteps3.72.3 software was used for Rasch model analysis.According to the analysis results,the measurement tool was revised,and a formal test was conducted among the students from the same school,with a total of 251 valid samples obtained.With the help of the overall quality analysis,single-dimensional analysis,item-subject correspondence analysis,descriptive statistical analysis,and reliability test of the data,the differences in learning abilities of students of different genders in the learning progression of the electrolyte concept system were studied.Combining the progression framework constructed in the study with the performance of students in the test,the learning levels of the subjects were divided,and targeted teaching suggestions were proposed on how to achieve the advancement to the next level.