Literaturnachweis - Detailanzeige
Autor/inn/en | Wang, Chia-Chi; Ho, Hsiao-Chi; Cheng, Chih-Ling |
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Titel | Examining the Learning Progression of Undergraduate Students' Scientific Imagination: A Measurement Perspective |
Quelle | In: SAGE Open, 12 (2022) 4, (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Ho, Hsiao-Chi) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
DOI | 10.1177/21582440221144981 |
Schlagwörter | Learning Trajectories; Undergraduate Students; Sex; Age; Discipline; Foreign Countries; Scientific Principles; Science Education; Imagination; Imagery; Learning Strategies; Taiwan |
Abstract | This study aimed to examine the learning progression (LP) model of scientific imagination among undergraduate students using the Scientific Imagination Test-Verbal (SIT-Verbal) and investigated the influence of students' demographic characteristics including gender, age, and discipline on their scientific imagination. Six hundred and sixteen undergraduates from a university in southern Taiwan participated in this study. The SIT-Verbal covered four key components of the scientific imagination process: brainstorming, association, transformation/elaboration, and conceptualization/organization/formation. The multiple validities of SIT-Verbal were assessed via a Rasch partial credit model. The results indicated that the SIT-Verbal had good model-data fit, supporting that undergraduate students' scientific imagination in four stages from brainstorming, association and transformation/elaboration to conceptualization/organization/formation. Additionally, the results showed that the SIT-Verbal was suitable for measuring students' scientific imagination at the university level. The study also provided abundant evidence verifying the SIT-Verbal and supported the learning progression for undergraduate students' scientific imagination. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |