Literaturnachweis - Detailanzeige
Autor/inn/en | Liu, Ou Lydia; Ryoo, Kihyun; Linn, Marcia C.; Sato, Elissa; Svihla, Vanessa |
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Titel | Measuring Knowledge Integration Learning of Energy Topics: A Two-Year Longitudinal Study |
Quelle | In: International Journal of Science Education, 37 (2015) 7, S.1044-1066 (23 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0950-0693 |
DOI | 10.1080/09500693.2015.1016470 |
Schlagwörter | Energy; Science Education; Psychometrics; Case Studies; Longitudinal Studies; Concept Formation; Gender Differences; Native Language; Correlation; Academic Achievement; Predictor Variables; Middle School Students; Item Response Theory; Science Tests; Test Validity; Test Reliability; Achievement Gains; Test Items; Statistical Analysis; English (Second Language); Second Language Learning; Science Teachers; Grade 6; Grade 7; Grade 8; California; Trends in International Mathematics and Science Study Energie; Naturwissenschaftliche Bildung; Psychometry; Psychometrie; Case study; Fallstudie; Case Study; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Concept learning; Begriffsbildung; Geschlechterkonflikt; Korrelation; Schulleistung; Prädiktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Item-Response-Theorie; Testvalidität; Testreliabilität; Achievement gain; Leistungssteigerung; Test content; Testaufgabe; Statistische Analyse; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Kalifornien |
Abstract | Although researchers call for inquiry learning in science, science assessments rarely capture the impact of inquiry instruction. This paper reports on the development and validation of assessments designed to measure middle-school students' progress in gaining integrated understanding of energy while studying an inquiry-oriented curriculum. The assessment development was guided by the knowledge integration framework. Over 2 years of implementation, more than 4,000 students from 4 schools participated in the study, including a cross-sectional and a longitudinal cohort. Results from item response modeling analyses revealed that: (a) the assessments demonstrated satisfactory psychometric properties in terms of reliability and validity; (b) both the cross-sectional and longitudinal cohorts made progress on integrating their understanding energy concepts; and (c) among many factors (e.g. gender, grade, school, and home language) associated with students' science performance, unit implementation was the strongest predictor. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |