Identifying the malstructure of experimental science knowledge of fifth grade elementary students based on the cognitive-diagnostic approach
Subject Areas : Educational Psychologyakbar alilou 1 , javad mesrabadi 2 , Golamreza Golmohammadnejhad 3 , Abolfazl Farid 4
1 - Ph. D. Student in Educational Psychology, Department Educational Sciences, Educational Sciences and Psychology Faculty, Azarbaijan Shahid Madani University, Tabriz, Iran
2 - - Professor in Educational Psychology, Department Educational Sciences, Educational Sciences and Psychology Faculty, Azarbaijan Shahid Madani University, Tabriz, Iran
3 - Associate Professor in Educational Psychology, Department Educational Sciences, Educational Sciences and Psychology Faculty, Azarbaijan Shahid Madani University, Tabriz, Iran.
4 - Associate Professor in Educational Psychology, Department Educational Sciences, Educational Sciences and Psychology Faculty, Azarbaijan Shahid Madani University, Tabriz, Iran.
Keywords: malstructuring of knowledge, cognitive-diagnostic approach, cognitive scores,
Abstract :
The purpose of the current research is to investigate the phenomenon of knowledge misstructure. Malstructuring of knowledge is a phenomenon in which the structure of knowledge in the field of education is not formed in the learners for various reasons. In this research, using the cognitive-diagnostic approach, the phenomenon of malstructuring of knowledge among the fifth grade students in the experimental science course was investigated. 5 classrooms were selected using cluster sampling. In the current research, the knowledge malstructure test was prepared in the three subjects of physical change, chemical change and rainbow from the experimental science book of the fifth elementary school, based on the knowledge structure of the desired concepts. For data analysis, neural network analysis was using SPSS software. The Hierarchy Fit Index (HCI) for all three subjects was 0.71, 0.77 and 0.73, respectively, which showed that the cognitive model has a good fit. In order to check the accuracy of decision-making about the subject’s mastery levels in abilities, based on the diagnostic scores, index αAHM was calculated for the attributes in the knowledge structure, and its value was obtained above 0/6 for different abilities, which is at the optimal level and has the ability to support the final report. Besides students cognitive scores were evaluated based on their correct answers to a hierarchy to check the malstructure. the results of the analysis of the students' cognitive scores showed that some of the students have problems in various cognitive concepts, which indicates the malstructure of the students' knowledge in the subject.