Analysis of visual-based physics questions of the senior high school entrance examination in China

Abstract

The notion of scientific visual literacy has been advocated in recent science curriculum reform documents and related learning outcomes are expected from students. However, few studies have been conducted to determine how it is tested in high-stakes examinations. This study utilized the Visualization Blooming Tool to examine the level of visual cognition involved in visual-based physics questions in the Senior High School Entrance Examination (SHSEE) in China. Content analysis was adopted as the research method and 12 sets of the SHSEE physics from four Chinese metropolises (Beijing, Shanghai, Hangzhou, and Suzhou) in 2020, 2021, and 2022 were targeted. The results indicate that although all four metropolises examined the higher-order visual cognitive skills, they placed more emphasis on the levels of apply and analyze but less on evaluate and create. Moreover, the examination items required students to interpret visual representations more often than to construct them, which may be detrimental to developing students’ scientific visual literacy. It is suggested that the examination of higher-order visual cognitive skills and encoded visual representation should be strengthened in future high-stakes physics examinations.