Applying a Force and Motion Learning Progression over an Extended Time Span Using the Force Concept Inventory

Autor/inn/en	Fulmer, Gavin W.; Liang, Ling L.; Liu, Xiufeng
Titel	Applying a Force and Motion Learning Progression over an Extended Time Span Using the Force Concept Inventory
Quelle	In: International Journal of Science Education, 36 (2014) 17, S.2918-2936 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2014.939120
Schlagwörter	Secondary School Science; High School Students; College Science; College Students; Scientific Concepts; Motion; Content Analysis; Coding; Statistical Analysis; Responses; Goodness of Fit; Learning Processes; Ability; Test Reliability; Physics; Difficulty Level; Science Instruction; Grade 9; Grade 10; Grade 11; Grade 12 + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Collegestudent; Bewegungsablauf; Inhaltsanalyse; Codierung; Programmierung; Statistische Analyse; Learning process; Lernprozess; Fähigkeit; Fertigkeit; Testreliabilität; Physik; Schwierigkeitsgrad; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12
Abstract	This exploratory study applied a proposed force and motion learning progression (LP) to high-school and university students and to content involving both one- and two-dimensional force and motion situations. The Force Concept Inventory (FCI) was adapted, based on a previous content analysis and coding of the questions in the FCI in terms of the level descriptors of the LP. Using a Rasch measurement model and latent class analysis, students' responses were tested for fit with the proposed LP. Results indicated that the recoded FCI response options are generally consistent with a progression of difficulties as proposed in the LP, and that the students could be organized into different groups with progressively different levels of ability. However, reliability for the ability estimates was only moderate and response options at lower levels of the LP were not well differentiated. Implications for the assessments with LPs and revisions for both the FCI and the force and motion LP are also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10