中学生科学理解能力的进阶模型——以能量概念为例

Middle School Students' Progression Model of Scientific Understanding:——Taking Energy Concept as an Example

通过融合学科能力体系和复杂度等级模型,从理论上建构了刻画中学生科学理解能力进阶发展的层级模型。选取能量概念作为测试任务的内容载体,以1 033名中学生(8-11年级)为被试,通过对Rasch任务难度值的差异检验和回归分析对此模型进行检验。结果显示:(1)三个发展层级的任务难度平均值依次递增,且各层级间的均值差异显著;(2)回归分析表明任务所属的发展层级能够较好地预测任务的难度;(3)被试的学段和能解决任务的发展层级间存在对应关系。上述结果初步检验了所提出的发展层级,并对课程开发、教学设计和后续的其它概念的学习进阶研究有参考价值。

Through fusing the system of subject competence and the Model of Hierarchical Complexity,the progression model of middle school students＇ scientific understanding was constructed in theory.The model was testified by selecting 1033 students（grade 8-grade 11） as subjects and energy concept as the content,and difference testing and regression analysis on difficulty value of Rasch task.The results show that：（1） the mean of3 development levels＇ task difficulty increases successively,and there are significant differences between each two levels;（2） the regression analysis can predict the difficulty of tasks.（3） a corresponding relation between students＇ phase of studying and the progression levels is found.Results above verify the progression levels proposed,and have reference value for curriculum exploitation,teaching design and the subsequent learning progression study of other concepts.