Data_Sheet_7_An International Comparative Study of Students' Scientific Explanation Based on Cognitive Diagnostic Assessment.CSV

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领域最为核心的概念之一，学生对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（Cognitive Diagnostic Assessment, CDA）能够精准探明学生对精细化知识的掌握状态。本研究基于现有研究成果，梳理得到科学解释概念的8个核心属性；通过对国际数学与科学趋势研究（Trends in International Mathematics and Science Study, TIMSS）的测试题目进行编码，构建了对应的认知诊断评估工具。本研究采集了中国杭州574名四年级学生的测试数据，并结合美国、新加坡、澳大利亚、英国及俄罗斯的相关数据开展实证分析。本研究采用确定性输入噪声"与"门模型（Deterministic Inputs, Noisy "And" gate, DINA），从属性掌握概率、知识状态的国际比较以及学习路径探析三个维度对测试结果进行分析。本研究从认知诊断评估的视角为科学解释的测评提供了全新的研究思路。