Using latent class analysis to analyze children's responses to the question, "What is a day?"

Autor/inn/en	Harlow, Danielle B.; Swanson, Lauren H.; Nylund-Gibson, Karen; Truxler, Adam
Titel	Using latent class analysis to analyze children's responses to the question, "What is a day?"
Quelle	In: Science education, 95 (2011) 3, S. 477-496Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.20437
Schlagwörter	Altersunterschied; Altersunterschied; Grundschule; Naturwissenschaftlicher Unterricht; Statistische Analyse; Grundschulpädagogik; Latent-Class-Analyse; Grundschule; Grundschulpädagogik; Schülereinstellung; Freies Zeichnen; Naturwissenschaftlicher Unterricht; Latent-Class-Analyse; Konzeptentwicklung; Statistische Analyse
Abstract	Understanding what children know is paramount to planning effective science instruction; however, in any classroom, the students hold a variety of ideas. Representing these differences in ways that also acknowledge the common trends among students might facilitate the process of differentiation. To exemplify one such possible process of representing students' ideas, we used to the statistical method of latent class analysis to understand 480 students' (Grades 1-8) responses to the question, "What is a day?" The initial coding of students' drawn and written responses allowed us to identify a variety of ideas drawn on by the students. For example, younger children provided very personal responses and older students provided more scientific or mathematical responses. The subsequent quantitative analysis revealed ways that ideas were connected in groups of students, ultimately providing descriptions of progressively sophisticated responses typical at each grade level.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2013/2