化学学习中“电解质”概念相异构想的跨年级研究

A Cross-grade Study of Students’ Alternative Frameworks of "Electrolyte" Concept in Chemistry Learning

运用自编的二段式诊断测验,对10到12年级的529名中学生进行了“电解质”概念相异构想的问卷测查.对测查数据运用Rasch模型进行分析,结果显示不同年级中学生有关“电解质”的相异构想存在着差异.依据SOLO分类标准对中学生“电解质”的相异构想进行了分类,并借助课堂观察和访谈对不同年级中学生“电解质”相异构想的来源进行了分析.

According to two-tier test procedures, we compiled diagnostic tool of ＂ electro- lyte＂ alternative frameworks, and administered to 529 middle school students from grade 10 to grade 12. The collected data were processed and analyzed using Rasch model, and the results showed the differences in every grade of students＂ alternative frameworks. Furthermore student~＇ alternative frameworks were classified according to SOLO classification criteria, and the causes of alternative frameworks were analyzed through classroom observation and interviews of teachers and students.