Measurement And Evaluation Studies On The Views Of Chemical Element Of Second Year High-school Student

The fundamental conception of chemistry is an essential scientific concept for middle school students. At present, how to cultivate students' chemical basic concepts is a hot topic in theoretical research and practical research of Chemistry Teaching. The views of chemical element is the core of chemical basic concepts, we found that there are many speculative and experience-based research on the views of chemical element,investigation and empirical research only take a small part form literature analysis. It has no research that evaluated the development level of high school students' view of elements in the qualitative and quantitative way, so measurement and evaluation studies on the views of chemical element is of great significance.The evaluation index system is established by using methods of operationalization of concepts. The system includes 3 first-level targets as the understanding of elements, the understanding of elements and substances, the understanding of elements and chemical reactions, and 13 second-level targets. we compile “the test paper of high school students' view of elements”(measuring tool)corresponding to the evaluation index system, and the questionnaire to investigate the influence factors on cultivating students' view of elements. we select 512 second year high school students as subjects, who are from Guangdong Zhongyuan High School and Dongjiang Middle School. The development level of high school students' view of elements are evaluated in the qualitative and quantitative way by using methods of education statistics, such as descriptive statistics, educational measurement index analysis, correlation analysis, independent-samples T test, one-way analysis ofvariance and so on. Also, we attempt to analyze the emphasis and difficulty of views of chemical element, compare the difference of different kinds of students in the development level of the view of elements.Results are given here:(1)The reliability of the test is 0.86, the validity is 0.82, the average difficulty is0.36, the average discrimination is 0.41. The measuring tool with moderate difficulty and good discrimination, terrific reliability and validity, is scientific and reasonable.(2)The large sample has understanding-level views of chemical element with standard deviation 9.09 and the mean 64.29(Hundred mark system), and it needs to be improved to the level of application. In this study, the key high school sample has understanding-level views of chemical element with mean 72.21(Hundred mark system), which above average level of 64.29(Hundred mark system); the ordinary high school sample has not fully reached the level of understanding,its mean 55.96(Hundred mark system) below average level of 64.29(Hundred mark system), that could be improved largely.(3)The development level of the 3 aspects of views of element are not on balance,such as the understanding of elements and substances, the understanding of elements and chemical reactions are in high level, while the understanding of elements is in poor level, which needs further improvement.(4)Two schools have same emphasis and difficulty of first-level index, that is the understanding of elements. The emphasis of second-level index is similar to difficulty of second-level index.(5) At the 0.05 significance level, there are significant differences in the development level of views of chemical element of different types of students.Specifically, the levels of total views of chemical element and the understanding of first-level index for key school students are significantly higher than that for ordinary school students; boys' levels of total views of chemical element and the understanding of elements are significantly higher than girls'; science students' levels of total views of chemical element and the understanding of first-level index are significantly higher than art students'; high ability students' the levels of total views ofchemical element and the understanding of elements are significantly higher than disability students'; students with chemistry career orientation have a higher level of views of chemical element than those with non-chemistry career orientation.(6)The students' academic performance has middle correlation with total test scores, low-middle correlation with first-level index.Several teaching suggestions of cultivating students' view of elements are put forward based on the results of this study:(1) Renewing educational concept, pay attention to and carry out the teaching of "concept construction";(2)To strengthen inter-school exchanges and cooperation,enhance the overall quality of the concept of teaching;(3)To evaluate chemical basic concepts by using the methodology of the evaluation of the elements;(4) Attaching importance to the teaching of the emphasis and difficulty of the elements, helping construct students' view of elements purposefully;(5) Attaching importance to chemical experiments, constructing the view of elements by means of chemical experiments;(6) Using cooperative learning group model to promote students' view of elements;(7) Combing the reality of life, construct and consolidate the elements in the application.The evaluation index system of views of chemical element is first established and then are used to compile the scientific and reasonable measuring tool in order to evaluate the development level of high school students' view of elements in the qualitative and quantitative way. The evaluation methodology is widely useful for same research.