Hu Tao, Yang Jing, Wu Rongxiu, Wu Xiaopeng
College of Teacher Education, Faculty of Education, East China Normal University, Shanghai, China.
School of Education, Indiana University, Bloomington, IN, United States.
Front Psychol. 2021 Dec 17;12:795497. doi: 10.3389/fpsyg.2021.795497. eCollection 2021.
Scientific explanation is one of the most core concepts in science education, and its mastery level is crucial for a deep understanding of the nature of science. As a new generation of assessment theory, cognitive diagnostic assessment (CDA) can get the knowledge of students' mastery of fine-grained knowledge. Based on the extant research, this research has formed eight attributes of scientific explanation concepts. By coding the Trends in International Mathematics and Science Study (TIMSS) test items, a CAD tool was formed. Data collected from 574 Grade 4 students in Hangzhou, China, combined with the data of the United States, Singapore, Australia, the United Kingdom, and Russia, were used in our study. The Deterministic Inputs, Noisy "And" gate (DINA) model was used to analyze the results from three aspects: the probability of mastery of attributes, the international comparison of knowledge states, and the analysis of learning paths. This study provided a new perspective from a CDA approach on the assessment of scientific explanation.
科学解释是科学教育中最核心的概念之一，其掌握程度对于深入理解科学本质至关重要。作为新一代评估理论，认知诊断评估（CDA）能够获取学生对细粒度知识的掌握情况。基于现有研究，本研究形成了科学解释概念的八个属性。通过对国际数学和科学趋势研究（TIMSS）测试项目进行编码，形成了一个认知诊断评估工具。本研究使用了从中国杭州574名四年级学生收集的数据，并结合了美国、新加坡、澳大利亚、英国和俄罗斯的数据。采用确定性输入、噪声“与”门（DINA）模型从三个方面分析结果：属性掌握概率、知识状态的国际比较以及学习路径分析。本研究从认知诊断评估方法的角度为科学解释的评估提供了一个新视角。
