Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population

Autor/inn/en	Wilson, Kristy J.; Rigakos, Bessie
Titel	Scientific Process Flowchart Assessment (SPFA): A Method for Evaluating Changes in Understanding and Visualization of the Scientific Process in a Multidisciplinary Student Population
Quelle	In: CBE - Life Sciences Education, 15 (2016) 4, Artikel 63 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.15-10-0212
Schlagwörter	Scientific Research; Science Instruction; Visual Aids; Science Process Skills; Intervention; Interdisciplinary Approach; Cues; Scoring Rubrics; Statistical Analysis; Comparative Analysis; Language Usage; Research Projects; Teaching Methods; Interrater Reliability; Pretests Posttests; Student Evaluation; Student Attitudes; Focus Groups; College Students + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Anschauungsmaterial; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Stichwort; Scoring formulas; Auswertungsbogen; Statistische Analyse; Sprachgebrauch; Forschungsvorhaben; Teaching method; Lehrmethode; Unterrichtsmethode; Interrater-Reliabilität; Schulnote; Studentische Bewertung; Schülerverhalten; Collegestudent
Abstract	The scientific process is nonlinear, unpredictable, and ongoing. Assessing the nature of science is difficult with methods that rely on Likert-scale or multiple-choice questions. This study evaluated conceptions about the scientific process using student-created visual representations that we term "flowcharts." The methodology, Scientific Process Flowchart Assessment (SPFA), consisted of a prompt and rubric that was designed to assess students' understanding of the scientific process. Forty flowcharts representing a multidisciplinary group without intervention and 26 flowcharts representing pre- and postinstruction were evaluated over five dimensions: connections, experimental design, reasons for doing science, nature of science, and interconnectivity. Pre to post flowcharts showed a statistically significant improvement in the number of items and ratings for the dimensions. Comparison of the terms used and connections between terms on student flowcharts revealed an enhanced and more nuanced understanding of the scientific process, especially in the areas of application to society and communication within the scientific community. We propose that SPFA can be used in a variety of circumstances, including in the determination of what curricula or interventions would be useful in a course or program, in the assessment of curriculum, or in the evaluation of students performing research projects. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01