Measuring Scientific Reasoning--A Review of Test Instruments

Autor/inn/en	Opitz, Ansgar; Heene, Moritz; Fischer, Frank
Titel	Measuring Scientific Reasoning--A Review of Test Instruments
Quelle	In: Educational Research and Evaluation, 23 (2017) 3-4, S.78-101 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Opitz, Ansgar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1380-3611
DOI	10.1080/13803611.2017.1338586
Schlagwörter	Thinking Skills; Logical Thinking; Science Process Skills; Science Instruction; Multiple Choice Tests; Science Tests; Problem Solving; Hypothesis Testing; Evidence; Evaluation; Communication Strategies; Psychometrics; Literature Reviews; Test Theory; Inquiry + Suchen Sie Ihr Suchwort? Denkfähigkeit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Problemlösen; Hypothesenprüfung; Hypothesentest; Evidenz; Evaluierung; Kommunikationsstrategie; Psychometry; Psychometrie; Testtheorie
Abstract	Education systems increasingly emphasize the importance of scientific reasoning skills such as "generating hypotheses" and "evaluating evidence." Despite this importance, we do not know which tests of scientific reasoning exist, which skills they emphasize, how they conceptualize scientific reasoning, and how well they are evaluated. Therefore, this article reviews 38 scientific reasoning tests. They used to primarily consist of multiple-choice questions, but since then have become more diverse, even including tests that automatically analyse virtual experiments. Furthermore, this review revealed that the tests focus on the skills of "generating hypotheses," "generating evidence," "evaluating evidence," and "drawing conclusions." Additionally, conceptualizations of scientific reasoning have moved towards a domain-specific set of different but coordinated skills over the years. Finally, concluding from gaps in test evaluation, a future focus should be on testing theoretical assumptions, comparing different scientific reasoning tests, and how relevant test results are in predicting criterion variables like academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01