Discipline-Specific Cognitive Factors That Influence Grade 9 Students' Performance in Chemistry

Autor/inn/en	Zhang, Lina; Wang, Lei; Treagust, David F.
Titel	Discipline-Specific Cognitive Factors That Influence Grade 9 Students' Performance in Chemistry
Quelle	In: Chemistry Education Research and Practice, 22 (2021) 4, S.813-841 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Zhang, Lina) ORCID (Treagust, David F.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-1108
DOI	10.1039/d0rp00352b
Schlagwörter	Cognitive Processes; Intellectual Disciplines; Influences; Grade 9; High School Students; Science Achievement; Chemistry; Regression (Statistics); Cognitive Structures; Foreign Countries; China (Beijing) + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Geisteswissenschaften; Influence; Einfluss; Einflussfaktor; School year 09; 9. Schuljahr; Schuljahr 09; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Chemie; Regression; Regressionsanalyse; Cognitive structure; Kognitive Struktur; Ausland
Abstract	Students' academic performance in chemistry can be the result of a number of cognitive and affective factors. This study explored the influence of the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns on grade 9 students' chemistry performance. One instrument measured chemistry academic performance based on concept knowing, application and problem solving. Six tasks with marking keys measured the discipline-specific cognitive factors of knowledge structure, cognitive perspectives, and cognitive patterns. Different groups of grade 9 students participated in pilot tests and the field tests. The quality of the chemistry academic performance instrument and the six tasks was inspected by both expert assessment with six raters and computer-aided inspection including Rasch analysis and Kendall rater-consistency reliability tests. Correlation analysis and multiple regression analysis explored the relationship among academic performance and knowledge structure, cognitive perspectives, and cognitive patterns. According to the results of this research, knowledge structure, cognitive perspective and cognitive pattern all influenced grade 9 students' chemistry performances; cognitive perspective was the most important factor. Based on these findings, we discuss individual student performance relative to their discipline-specific cognitive factors. We recommend that instruction of discipline-specific learning in chemistry pay attention to each of the three discipline-specific cognitive factors and that tasks be designed to promote the progress of each of these three discipline-specific cognitive factors, especially cognitive perspectives. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01