A Research On Developing And Using Of The Electrochemistry Concept Inventory

The chemistry conception is the core of the middle school chemistry curriculum.Students’ chemistry learning will be influenced by existing knowledge and experience,and the misconceptions of students(ie,wrong or vague understanding)will inevitably affect the learning of new concepts.Therefore,when teaching,teachers need to clearly know what misconceptions are about the chemistry conceptions that is about to be learned.As an important part of the middle school chemistry curriculum,the electrochemical concept has a certain abstraction due to the microscopic principles of the primary battery and the electrolytic cell,and students have many misconceptions.As a tool,the concept inventory has been developed internationally to measure students’ misconceptions about specific conceptions and to confirm students’ understanding of related conceptions.There are few development studies on the electrochemical concept inventory.Therefore,it is of great significance to develop a set of concept inventory that meet the requirements of China’s curriculum standards and accurately explore students’ understanding of the concept of electrochemistry and the students’ misconceptions of existence.Based on a review of domestic and international literature on the understanding and research of electrochemical concepts,this study combines interviews with some students to determine the misconceptions of electrochemical related concepts.According to Bloom’s educational target taxonomy theory,the theoretical framework of conceptual understanding level is established.The study of conceptual knowledge is divided into three levels,namely,the level of recognition,the level of simple application,and the level of comprehensive application.On this basis,the electrochemistry concept in the chemistry curriculum standards and textbooks were sorted out,the map of electrochemical concept was drawn,the core concept of the "electrochemical concept scale" was determined,and the electrochemical concept understanding level was constructed.The theoretical framework of the level of understanding of electrochemical concept is constructed.By analyzing the development of international concept inventory,the general development process of the concept inventory was summarized,and the "Electrochemical Concept Inventory-a" was compiled accordingly.In the first round,the "Electrochemical Concept Inventory-a" was tested of 382 students in 4 regions of Shandong Province.The Rasch model was used to analyze the test results and the items required further correction.So we determined "Electrochemical Concept Inventory-b".The "Electrochemical Concept Inventory-b" was used for the second round of testing of 639 students in Jinan City.The Rasch model was also used to analyze the test results,and some of the items were deleted to form the "Electrochemical Concept Inventory-c".The results show that we can use the "Electrochemical Concept Inventory-c" to test students’ understanding of the concept of electrochemistry,and also to test students’ misconceptions about the.On this basis,according to the students’ misconceptions in electrochemistry,we put forward suggestions for teachers.The innovation of this study lies in: constructing the theoretical framework of conceptual understanding level,and classifying the understanding level of electrochemical concepts,and developing the electrochemical concept inventory,which can detect the students’ misconceptions in electrochemistry.The concept inventory can also divide students’ understanding of the electrochemical concepts horizontally.