Intersecting Visual and Verbal Representations and Levels of Reasoning in the Structure of Matter Learning Progression

Autor/inn/en	Langbeheim, Elon; Ben-Eliyahu, Einat; Adadan, Emine; Akaygun, Sevil; Ramnarain, Umesh Dewnarain
Titel	Intersecting Visual and Verbal Representations and Levels of Reasoning in the Structure of Matter Learning Progression
Quelle	In: Chemistry Education Research and Practice, 23 (2022) 4, S.969-979 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Langbeheim, Elon) ORCID (Adadan, Emine) ORCID (Akaygun, Sevil) ORCID (Ramnarain, Umesh Dewnarain)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Science Instruction; Learning Trajectories; Chemistry; Thinking Skills; Teaching Methods; Learning Processes; Physics; Grade 7; Student Evaluation; Multiple Choice Tests; Science Tests; Decision Making; Item Analysis; Verbal Communication; Student Attitudes; Models; Illustrations; Abstract Reasoning; Test Items + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Denkfähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Physik; School year 07; 7. Schuljahr; Schuljahr 07; Schulnote; Studentische Bewertung; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Decision-making; Entscheidungsfindung; Itemanalyse; Schülerverhalten; Analogiemodell; Bildliche Darstellung; Abstraktes Denken; Denken; Test content; Testaufgabe
Abstract	Learning progressions (LPs) are novel models for the development of assessments in science education, that often use a scale to categorize students' levels of reasoning. Pictorial representations are important in chemistry teaching and learning, and also in LPs, but the differences between pictorial and verbal items in chemistry LPs is unclear. In this study, we examined an Ordered Multiple Choice (OMC) LP assessment of explanations of physical properties and processes in matter, that included equivalent verbal and pictorial items. A cohort of 235 grade 7 students that learned the particle model of matter, responded to these assessments and the data was analyzed in terms of their apparent levels of reasoning. We employed two analyses to examine the role of pictorial items in the level-based model of the LP: a polytomous RASCH analysis of the multiple-choice responses, and a verbal analysis of the students' explanations of their choices. We found that our data does not fit a fine-grained, four-level model, but that it does fit a coarse-grained three-level model. In addition, when fitting the data to the three-level model, the pictorial items placed more students in the midlevel than their verbal counterparts. The verbal analysis showed that explanations of selections of pictures that represent a partial, midlevel understanding, were significantly less aligned with the details in the picture, than explanations of the correct, upper-level selections. Finally, the proportions of student explanations of both upper-level choices and midlevel choices that were aligned with the information in the pictures were correlated with the overall difficulty of the items. This suggests that complex pictorial representations of processes are less likely to reveal coherent reasoning. (As Provided).
Anmerkungen	Royal Society of Chemistry. Thomas Graham House, Science Park, Milton Road, Cambridge, CB4 0WF, UK. Tel: +44-1223 420066; Fax: +44-1223 423623; e-mail: cerp@rsc.org; Web site: http://www.rsc.org/cerp
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01