Development And Application Of Chemical Triple Representation Ability Evaluation Tool

Triple representation integrates students’ understanding and mastery of chemistry subject,chemistry knowledge and chemistry learning methods,and can help students solve chemistry problems by establishing connections between different representations.In recent years,the research on triple representation has mainly focused on the interpretation of triple representation theory and teaching practice research based on triple representation theory.From the perspective of chemistry learning,the research on students’ triple representation ability status is not very sufficient.In order to enrich the research system with chemical triple representation as the core,this research combines the definition of chemical triple representation ability in the literature and the classification of chemical representation,divides the level of triple representation ability and constructs the evaluation framework of chemical triple representation ability.A set of chemical triple characterization capability assessment tool CTRCAS(Chemical Triple Representation Capability Assessment Scale)was developed and designed based on the relevant content of the "acid-base reaction" theme.Depending on the form of macroscopic and microscopic representation,the scale includes two sub-scales: CTRCAS-P(Chemical Triple Representation Capability Assessment Scale-Picture)and CTRCAS-W(Chemical Triple Representation Capability Assessment Scale-Word).The multi-faceted Rasch model was used to analyze the quality of the scale,and the results showed that the scale was of good quality,with high reliability and validity,moderate difficulty and high discrimination.This scale was used to test the chemistry triple-representation ability of the students in the first and second grades of high school,and explored the status quo of the students’ chemistry triple-representation ability.It was found that the students’ chemistry triple-representation ability was indeed at different levels,And the level of second grade students is higher than that of first grade students,the vast majority of high school second-year students are at the triple-representation level,able to flexibly transform between different representations and think about chemistry problems;and a considerable number of students in the first year of high school are at the dual-representation level;There are generally fewer students at the single representation level;in addition,the study also found that different scale presentation forms have an impact on the test students’ triple representation ability.Both students in the first and second grades of high school performed better in the scale CTRCAS-P,and the performance of grade one students in the two sub-scales was more different.This result provides important evidence for the exploration of the nature of macro,micro and symbols.Finally,based on the detected students’ triple representation ability,corresponding teaching suggestions are put forward: Teachers should focus on guiding students to use the triple representation thinking method to understand chemical substances and think about chemical problems in the teaching process,grasp the internal connection of triple representation,and strengthen transformation training between different representations;in classroom teaching,it can enhance students’ macro-representation experience,rationally use information technology to realize micro-world visualization,so as to develop students’ chemistry triple-representation thinking and improve their chemistry triple-representation ability.